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Journal articles on the topic 'Academia'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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

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2

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

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There has been a significant growth of interest in the topic of academic freedom in recent years, predominantly with regard to the emergence of several new and unprecedented phenomena within the academic environment that allegedly threaten or directly undermine academic freedom both on the individual and institutional levels. One of the responses to these observations is the attempt to redefine academic freedom in political terms, since the traditional concept of academic freedom, grounded in the purely epistemological notions of rationality, objectivity, and truth, is becoming regarded as inc

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3

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

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4

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

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5

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

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6

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

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7

Stavnyuk, V. V. "ACADEMIA AETERNA." Visnik Nacional'noi' academii' nauk Ukrai'ni 10 (October 20, 2018): 3–16. http://dx.doi.org/10.15407/visn2018.10.003.

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8

Moriarty, Philip. "Reclaiming academia from post-academia." Nature Nanotechnology 3, no. 2 (2008): 60–62. http://dx.doi.org/10.1038/nnano.2008.11.

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9

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

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Past research on values change in academia has largely focused on changes perceived to emerge from managerial organisational cultures. What has received less attention is the degree to which broader cultural phenomena have contributed to these processes of change. Using data from a study of academics from across the Australian university sector, this article explores how academia’s presence within a culture of authenticity influences values change among academic labourers. Managerial values are contrasted against an idealised past – the Golden Age of academia – enabling the potential for both

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10

Silva, Luiz Henrique da, Antônio Carlos Tavares Junior, and Alexandre Janotta Drigo. "Produção científica no judô: da academia às academias." Conexões 6 (July 14, 2008): 665–67. http://dx.doi.org/10.20396/conex.v6i0.8637866.

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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 p

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11

Yu, Seung-Hum. "Academia is Flooded with Number of Academic Societies." Journal of the Korean Medical Association 41, no. 6 (1998): 582. http://dx.doi.org/10.5124/jkma.1998.41.6.582.

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12

Iñiguez De Onzoño, Santiago, and Salvador Carmona. "The academic triathlon – bridging the agora and academia." Journal of Management Development 35, no. 7 (2016): 854–65. http://dx.doi.org/10.1108/jmd-10-2014-0117.

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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 re

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13

MAI, WILFRIED, and JAMES SUTHERLAND-SMITH. "ACADEMIC RADIOLOGY CAREERS: WHAT IS ACADEMIA ALL ABOUT?" Veterinary Radiology & Ultrasound 51, no. 3 (2010): 239–45. http://dx.doi.org/10.1111/j.1740-8261.2010.01685.x.

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14

Kremakova, Milena. "Accelerating Academia: The Changing Structure of Academic Time." International Studies in the Philosophy of Science 31, no. 2 (2017): 221–24. http://dx.doi.org/10.1080/02698595.2018.1424766.

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15

Basch, Linda, and Lucie Wood Saunders. "Restructuring Academia and the Negotiation of Academic Power." Anthropology of Work Review 15, no. 1 (1994): 12–17. http://dx.doi.org/10.1525/awr.1994.15.1.12.

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16

Kasper, Ekkehard M., Edwin G. Fischer, and Christoph B. Ostertag. "Quo Vadis, Academia? Can Academic Neurosurgery Be Resurrected?" World Neurosurgery 78, no. 1-2 (2012): 20–23. http://dx.doi.org/10.1016/j.wneu.2011.04.002.

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17

Goluses, Nicholas, and Marta Casals-Istomin. "Academia." American String Teacher 42, no. 4 (1992): 27. http://dx.doi.org/10.1177/000313139204200406.

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18

Christopher, Elizabeth. "Academia." International Journal of Intercultural Relations 11, no. 2 (1987): 191–206. http://dx.doi.org/10.1016/0147-1767(87)90018-6.

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19

Roepke, Gabriela. "Academia." Apuntes de Teatro, no. 3 (September 16, 2024): 8. https://doi.org/10.7764/apuntesdeteatro.3.84816.1960.

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20

Huopalainen, Astrid S., and Suvi T. Satama. "Mothers and researchers in the making: Negotiating ‘new’ motherhood within the ‘new’ academia." Human Relations 72, no. 1 (2018): 98–121. http://dx.doi.org/10.1177/0018726718764571.

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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 embo

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21

Y. Teng, Minnie, Mary-Lou Brown, Tal Jarus, and 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, no. 1 (2019): 80–103. http://dx.doi.org/10.1177/0034523719882455.

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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 develo

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22

Bloch, Charlotte. "Følelser og sociale bånd i Akademia." Dansk Sociologi 13, no. 4 (2006): 43–60. http://dx.doi.org/10.22439/dansoc.v13i4.432.

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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 dif

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23

Stahel, Rolf A., Denis Lacombe, Fatima Cardoso, et al. "Current models, challenges and best practices for work conducted between European academic cooperative groups and industry." ESMO Open 5, no. 2 (2020): e000628. http://dx.doi.org/10.1136/esmoopen-2019-000628.

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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.MethodologyC

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24

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

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Prior research has shown that while women have entered the legal profession in increasing numbers, the profession continues to privilege the norms, beliefs, and cultural practices of men. However, one aspect of the legal profession that has largely been overlooked, especially in Australia, is legal academia. This oversight is significant as legal academia provides the gateway into the legal profession. Women now make up approximately half of universities’ academic staff, are increasingly completing doctorate qualifications, and are moving into senior positions within academia. On the surface,

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25

Ellah, Charlie Chukwudi PhD, and Mezewo Emerinwe Obuzor. "Corruption in Academia: Understanding the Root Causes and Consequences of Lecturers-Students transactions." International Journal of Research in Education and Sustainable Development 4, no. 11 (2024): 40–54. https://doi.org/10.5281/zenodo.14555350.

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<em>Corruption in academia, particularly within the lecturer-student dynamic in Nigeria, poses a significant challenge to the integrity and credibility of the education system. This study explores the root causes and consequences of corruption in this context. Root causes include a lack of accountability, power imbalances, and lack of transparency, poor governance, and socioeconomic factors. These factors create an environment where unethical behavior can flourish, leading to consequences such as erosion of trust, compromised quality of education, perpetuation of inequality and discrimination,

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26

Christmas, Colleen, Steven J. Kravet, Samuel C. Durso, and Scott M. Wright. "Clinical Excellence in Academia: Perspectives From Masterful Academic Clinicians." Mayo Clinic Proceedings 83, no. 9 (2008): 989–94. http://dx.doi.org/10.4065/83.9.989.

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27

Padmalochanan, Padmapriya. "Reimaging Academic Publishing from Perspectives of Academia in Australia." Publishing Research Quarterly 35, no. 4 (2019): 710–25. http://dx.doi.org/10.1007/s12109-019-09690-4.

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28

Bickle, Marc. "The Academic Pill: How Academia Contributes to Curing Diseases." SLAS DISCOVERY: Advancing the Science of Drug Discovery 24, no. 3 (2019): 203–12. http://dx.doi.org/10.1177/2472555218824280.

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29

Larbi, Frank Okai, and Muhammad Azeem Ashraf. "International Academic Mobility in Chinese Academia: Opportunities and Challenges." International Migration 58, no. 3 (2019): 148–62. http://dx.doi.org/10.1111/imig.12662.

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30

Bula, Germán Ulises, and Sebastián Alejandro González. "Joy in Academia." International Journal of Systems and Society 5, no. 1 (2018): 1–12. http://dx.doi.org/10.4018/ijss.2018010101.

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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

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31

Haensch, Günther. "Real Academia Española (2005): Diccionario panhispánico de dudas, Madrid, Real Academia Española, Asociación de Academias de la Lengua Española y Santillana Ediciones Generales, 8333 pp. [citado como DPD]." Revista de Lexicografía 12 (December 31, 2006): 267–70. http://dx.doi.org/10.17979/rlex.2006.12.0.4778.

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Reseña de libro: Real Academia Española (2005): Diccionario panhispánico de dudas, Madrid, Real Academia Española, Asociación de Academias de la Lengua Española y Santillana Ediciones Generales, 8333 pp. [citado como DPD].

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32

Deschner, Claire Jin, Léa Dorion, and Lidia Salvatori. "Prefiguring a feminist academia: a multi-vocal autoethnography on the creation of a feminist space in a neoliberal university." Society and Business Review 15, no. 4 (2020): 325–47. http://dx.doi.org/10.1108/sbr-06-2019-0084.

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Purpose This paper is a reflective piece on a PhD workshop on “feminist organising” organised in November 2017 by the three authors of this paper. Calls to resist the neoliberalisation of academia through academic activism are gaining momentum. The authors’ take on academic activism builds on feminist thought and practice, a tradition that remains overlooked in contributions on resisting neoliberalisation in academia. Feminism has been long committed to highlighting the epistemic inequalities endured by women and marginalised people in academia. This study aims to draw on radical feminist pers

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33

Zackariasson, Peter. "Mentorship in academia." International Journal of Managing Projects in Business 7, no. 4 (2014): 734–38. http://dx.doi.org/10.1108/ijmpb-05-2014-0040.

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Purpose – The importance of mentorship in academia is discussed, and in particular the work of Timothy L. Wilson who has been instrumental for the author in this respect is described. Drawing on historical practices from academia and the arts, the purpose of this paper is to communicate why and how mentorship could be applied. Design/methodology/approach – As a conceptual paper this draws knowledge from the author's experience. Findings – The general message concerns the importance of mentorship in order to create a vibrant (and sustainable) academic community. Originality/value – The value of

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34

Ferreira Fernández, Myriam. "actividad artística de Martín, Micaela y Concepción Fernández de Navarrete." Academia. Boletín de la Real Academia de Bellas Artes de San Fernando, no. 124 (November 15, 2023): 67–87. http://dx.doi.org/10.53786/academia.64.

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En este artículo se quiere poner de relieve la actividad artística, como aficionados, de Martín Fernández de Navarrete, uno de los secretarios con más prestigio de la Real Academia de Bellas Artes de San Fernando, y de sus hijas Micaela y Concepción Fernández de Navarrete, académicas de honor y de mérito en esta misma Academia. Se investiga la formación artística de Martín, se aportan datos biográficos inéditos sobre sus dos hijas y se analizan artísticamente las obras realizadas por los tres.

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35

Ставнюк, В. В. "Academia Aeterna." Вісник Національної академії наук України, no. 10 (2018): 3–16.

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36

Tofighian, Omid. "Debordering academia." Alphaville: Journal of Film and Screen Media, no. 18 (December 1, 2019): 1–2. http://dx.doi.org/10.33178/alpha.18.00.

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This issue of Alphaville centres on the work of displaced and exiled filmmakers and directors committed to challenging border violence. This is achieved in part through the work of the academic contributions in the main section, but perhaps most pertinently through the contributions of filmmakers in the two Dossiers. The editorial team in this issue practiced a form of borderless collegiality by imagining a scholarly publication that fosters empowering dialogues between academics, artists, activists and those with lived experience; debordering here begins with the vision of the editorial team

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37

Goldin, Vladislav. "VIVAT ACADEMIA." Vestnik of Northern (Arctic) Federal University. Series "Humanitarian and Social Sciences", no. 2 (April 20, 2016): 149–53. http://dx.doi.org/10.17238/issn2227-6564.2016.2.149.

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38

Kraatz, Matthew, and Stanley O. Ikenberry. "Governing Academia." Administrative Science Quarterly 50, no. 2 (2005): 317–20. http://dx.doi.org/10.2189/asqu.2005.50.2.317.

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39

Smith, Gary. "ACADEMIA Study." Journal of the Intensive Care Society 5, no. 3 (2004): 97. http://dx.doi.org/10.1177/175114370400500306.

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40

Levinson, Harry. "Wither academia?" Psychologist-Manager Journal 13, no. 4 (2010): 210–22. http://dx.doi.org/10.1080/10887156.2010.522472.

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41

Henry, Miriam. "MANAGING ACADEMIA." Discourse: Studies in the Cultural Politics of Education 11, no. 2 (1991): 78–97. http://dx.doi.org/10.1080/0159630910110205.

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42

Carruthers, Jacob H. "Outside Academia." Journal of Black Studies 22, no. 4 (1992): 459–76. http://dx.doi.org/10.1177/002193479202200401.

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43

Lee, Tori F. "The haunting of classics in the Dark Academia aesthetic." Classical Receptions Journal, July 9, 2024. http://dx.doi.org/10.1093/crj/clae007.

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Abstract This article explores the online aesthetic ‘Dark Academia’ from the perspective of Classical reception. Dark Academia became popular during the COVID-19 era as an internet subculture revolving around bookishness, university culture, the Gothic, and the Classical. From its beginning as a Tumblr fandom around Donna Tartt’s The Secret History (1992), Dark Academia has grown to reach millions of followers worldwide across numerous social media platforms. This article argues that we can think of Dark Academia’s reception of Classics as a ‘haunting’ as defined by James Uden in Spectres of A

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44

Crew, Teresa. "Navigating Academia as a Working-Class Academic." Journal of Working-Class Studies, December 27, 2021, 50–64. http://dx.doi.org/10.13001/jwcs.v6i2.6833.

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Despite an increasing focus on the impact of class in higher education, less has been said about the experiences of those working-class people who navigate from student to scholar. In the largest interview study to date, conducted in the United Kingdom, this paper draws upon extensive qualitative interview data with ninety working-class academics. This article highlights the hostile encounters faced by these academics but also illuminates the forms of capital and the assets they bring to academia. The article suggests how we can move forward before providing a reminder that the working class s

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45

Gorbatai, Andreea, and Gauri Subramani. "Harassment and Gendered Academic Attrition in Academia." SSRN Electronic Journal, 2022. http://dx.doi.org/10.2139/ssrn.4265068.

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46

Mubarak, Zobia, Nasir Abbas, Furqan Khurshid Hashmi, Syed Zia Husnain, and Nadeem Irfan Bukhari. "Academia-pharmaceutical industry linkage: An academic perspective." Journal of Pharmaceutical Policy and Practice 17, no. 1 (2024). http://dx.doi.org/10.1080/20523211.2024.2332872.

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47

Schloss, Patrick D. "In Defense of an Academic Career in Microbiology." mSphere 3, no. 3 (2018). http://dx.doi.org/10.1128/msphere.00575-17.

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ABSTRACT The rise of Quit Lit describing the myriad reasons for leaving academia and constant complaining by mentors leave many trainees with little desire for an academic career. Although there are clearly structural and social problems in academia, I feel that they are outweighed by the benefits of working and living in an academic environment. Every academic values different things about their job, and here I outline the factors that keep me in academia. To make sure that our best scientists are not scared away from academia, we must provide balance to the negativity that regularly surround

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48

Krce-Ivančić, Matko. "Hope, Rigging and Relativisations in the Making of Neoliberal Academia." Culture Unbound, December 6, 2024. https://doi.org/10.3384/cu.5037.

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It is hardly news that neoliberal academia, to say the least, might not be the very best place for conducting critical research. Among the scholars with a critical bent, this is such a widely accepted fact that it basically constitutes a truism. However, it is one thing to say that contemporary academia is hostile to critical scholarship, but quite another to understand mechanisms pertaining to such a state of affairs. With the aim of illuminating the performativity of neoliberal academia, the article first examines how neoliberalism engages academic subjectivity, making it apparent that it is

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Purnell, Philip James. "Transdisciplinary research: how much is academia heeding the call to work more closely with societal stakeholders such as industry, government, and nonprofits?" Scientometrics, July 5, 2025. https://doi.org/10.1007/s11192-025-05367-2.

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Abstract Transdisciplinary research, the co-creation of scientific knowledge by multiple stakeholders, is considered essential for addressing major societal problems. Research policy makers and academic leaders frequently call for closer collaboration between academia and societal stakeholders to address the grand challenges of our time. This bibliometric study evaluates progress in collaboration between academia and three societal stakeholders: industry, government, and nonprofit organisations. It analyses the level of co-publishing between academia and these societal stakeholders over the pe

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50

Frey, Bruno S. "Withering Academia." Analyse & Kritik 32, no. 2 (2010). http://dx.doi.org/10.1515/auk-2010-0206.

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AbstractStrong forces lead to a withering of academia as it exists today. The major causal forces are the rankings mania, increased division of labor in research, intense publication pressure, academic fraud, dilution of the concept of ‘university’, and inadequate organizational forms for modern research. Academia, in a broader sense understood as ‘the locus of seeking truth and learning through methodological inquiry’, will subsist in different forms. The conclusion is therefore pessimistic with respect to the academic system as it presently exists but not to scholarly endeavour as such. Howe

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