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Relevant bibliographies by topics / Academic and Professional

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Journal articles

Academic literature on the topic 'Academic and Professional'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Academic and Professional"

1

Mathew, K. Susan, M. D. Baby, and S. Sreerekha Pillai. "Professional development of academic library professionals in Kerala." Education for Information 28, no. 2-4 (2011): 215–25. http://dx.doi.org/10.3233/efi-2010-0903.

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2

Ruth, Damian, and Kogi Naidoo. "Professional academic development through professional journal dialogue." International Journal for Academic Development 17, no. 2 (2012): 109–20. http://dx.doi.org/10.1080/1360144x.2011.615935.

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3

Ware, Mark. "Academic and Professional Publishing." Learned Publishing 26, no. 2 (2013): 151–52. http://dx.doi.org/10.1087/20130216.

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4

Tindal, Scott. "Why do social scientists organise knowledge exchange events? A qualitative interview study." Evidence & Policy: A Journal of Research, Debate and Practice 16, no. 4 (2020): 541–58. http://dx.doi.org/10.1332/174426419x15623126267993.

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Organising and participating in Knowledge Exchange (KE) events represent a considerable commitment by social science academics. Yet academics’ participation in KE activities is not professionally rewarded as are other academic endeavours, so why do they do it? Understanding academics’ perspectives regarding their own motivations for engaging in KE activities is a lacuna within the literature which this article begins to address. Drawing on qualitative interview data with social scientists working within the Centre for Population Change (CPC), the analysis presented in this paper develops a typ

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5

Brym, Robert Joseph, and M. Reza Nakhaie. "Professional, Critical, Policy, and Public Academics in Canada." Canadian Journal of Sociology 34, no. 3 (2009): 655–70. http://dx.doi.org/10.29173/cjs6305.

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This paper analyzes the results of a unique 2000 study of a representative sample of Canadian academics (n=3,318) in order to provide the first empirical assessment of Burawoy’s intellectual types: professional, critical, policy, and public intellectuals. After determining the distribution of academic types in the Canadian professoriate as a whole, the paper demonstrates that academic types fall along a left-right continuum, different fields of study contain different distributions of academic types, and public, policy, and critical academics tend to have different socio-demographic and econom

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6

Lea, Mary R., and Barry Stierer. "Changing academic identities in changing academic workplaces: learning from academics’ everyday professional writing practices." Teaching in Higher Education 16, no. 6 (2011): 605–16. http://dx.doi.org/10.1080/13562517.2011.560380.

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7

Tsymbaliuk, Svitlana, Lina Kurchenko, Volodymyr Tokar, Oksana Vinska, and Tetiana Shkoda. "Gendered perceptions of professional development in academia: evidence from a Ukrainian university." Problems and Perspectives in Management 18, no. 1 (2020): 394–404. http://dx.doi.org/10.21511/ppm.18(1).2020.34.

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The aim of the article is to study the impact of gender on the professional development of university teachers and their motivation for professional advancement. The article analyzes gendered perceptions of the professional development in the Ukrainian academic sector based on the survey of teachers from Kyiv National Economic University named after Vadym Hetman (KNEU) (Ukraine). The respondents provided their assessment of conditions that support or destroy their academic careers. The findings showed significant divergence in gendered perceptions and attitudes toward motives, conditions and r

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8

Library Association, American. "Education for professional academic librarianship." College & Research Libraries News 53, no. 9 (1992): 590–91. http://dx.doi.org/10.5860/crln.53.9.590.

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9

Warchał, Krystyna. "Humour in Professional Academic Writing." Theory and Practice of Second Language Acquisition 5, no. 1 (2019): 43–54. http://dx.doi.org/10.31261/tapsla.2019.05.03.

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Professional written academic genres are not typical sites of humour, especially in their final, published forms. In this paper, I argue that academic discourse as construed today not only does not preclude humour in written research genres but – in some text segments or in response to specific communicative needs – is perfectly compatible with it. In particular, I focus on these occurrences which engage the reader and contribute to the writer-reader rapport: humorous titles, humorous comments or asides, personal stories, and literary anecdotes. I also suggest that making university ESL/EFL st

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10

Bishop, M., and D. Frincke. "Academic degrees and professional certification." IEEE Security and Privacy Magazine 2, no. 6 (2004): 56–58. http://dx.doi.org/10.1109/msp.2004.91.

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