Journal articles: 'Academic demands'

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Larson, Elaine. "Academic freedom amidst competing demands." Journal of Professional Nursing 13, no. 4 (July 1997): 211–16. http://dx.doi.org/10.1016/s8755-7223(97)80090-7.

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Powers, Donald E. "Academic demands related to listening skills." Language Testing 3, no. 1 (June 1986): 1–38. http://dx.doi.org/10.1177/026553228600300101.

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Penney, Sharon Charlotte. "Balancing Family and Career on the Academic Tightrope." Canadian Journal of Higher Education 45, no. 4 (December 31, 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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Naidoo-Chetty, Mineshree, and Marieta Du Plessis. "Systematic Review of the Job Demands and Resources of Academic Staff within Higher Education Institutions." International Journal of Higher Education 10, no. 3 (February 20, 2021): 268. http://dx.doi.org/10.5430/ijhe.v10n3p268.

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The Higher Education sector has been through an array of changes, such as globalisation, massification, lack of job security, decolonisation and a number of technological advancements. These changes have impacted academic workload and have increased work pressure with resultant effects on family and work life balance. A review of the existing literature indicates a lack of clarity when it comes to the job demands and job resources inherent to the academic occupation. In order to determine the job demands and job resources of academics, a systematic review of empirical literature is warranted. This paper systematically reviewed empirical research published from 2014 to 2019 investigating job demands and resources based on the job demands-resources model in the higher education environment. Six articles were identified that met the criteria for inclusion. Thus, a list of quantitative, qualitative and organisational job demands as well as organisational and personal resources specific to the academic environment were identified. This will allow Higher Education Institutions to provide targeted development of job resources and mitigation of job demands for their academic employees and enable the development of specific interventions.

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Brew, Angela, David Boud, Karin Crawford, and Lisa Lucas. "Navigating the demands of academic work to shape an academic job." Studies in Higher Education 43, no. 12 (May 10, 2017): 2294–304. http://dx.doi.org/10.1080/03075079.2017.1326023.

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Dowling-Hetherington, Linda. "The changing demands of academic life in Ireland." International Journal of Educational Management 28, no. 2 (March 4, 2014): 141–51. http://dx.doi.org/10.1108/ijem-02-2013-0021.

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Purpose – The consequences of institutional change for faculty is an under-researched aspect of the higher education (HE) sector in Ireland. The purpose of this paper is to report on the changing demands of academic life in Ireland. Design/methodology/approach – A case study of the School of Business at the largest university in Ireland, University College Dublin, set out to determine the extent to which HE change is impacting on faculty. The research, involving 28 interviews with faculty and manager-academics, covered the five-year period since the appointment of a new President in 2004. Findings – The research provides evidence of an increasing focus on more explicit research output requirements; the growth of routine administration and teaching and learning compliance requirements; and the greater intensification of work and working hours. Research limitations/implications – While the university was at the forefront in implementing large-scale institutional change in Ireland, further research is needed to explore the issues raised in this paper in the context of other schools and the remaining six Irish universities. Originality/value – Few empirical research studies have been conducted in Ireland on how institutional change is impacting on the working lives of faculty. This paper serves to shine a light, for the first time, on the perspectives of faculty regarding the changing demands of academic life in Ireland.

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Rachmah, Dwi Nur, Rahmi Fauzia, Emma Yuniarrahmah, Jehan Safitri, Dwi Meiliyana, and Qomariyatus Sholihah. "Coping stress new scholars viewed from self efficacy to meet the academic demands." International Journal of Academic Research 6, no. 4 (July 30, 2014): 5–8. http://dx.doi.org/10.7813/2075-4124.2014/6-4/a.1.

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Butler, Adam B., Desiree Spencer, and Kama Dodge. "Academic Demands are Associated with Reduced Alcohol Consumption by College Students: Evidence from a Daily Analysis." Journal of Drug Education 41, no. 4 (December 2011): 359–67. http://dx.doi.org/10.2190/de.41.4.b.

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There is little empirical evidence linking academic demands or rigor to alcohol consumption by college students. In a 3-week daily study of fulltime college students at a public, residential campus in the United States, both current day and next day's academic demands were negatively related to alcohol consumption, and these relationships were mediated by daily academic effort. Academic demands on the previous day were not related to alcohol consumption, indicating that students do not engage in compensatory or celebratory drinking when demands end. The results suggest that enhancing academic expectations and rigor may be an appropriate intervention target to reduce student drinking.

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Dhanpat, Nelesh. "Emotional labor in academe. Challenges faced." Problems and Perspectives in Management 14, no. 3 (September 27, 2016): 575–82. http://dx.doi.org/10.21511/ppm.14(3-2).2016.14.

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Interest in the study of emotions have always been present. Academic jobs are susceptible to multiple demands from various stakeholders. This paper presents the occasion to question whether academics are emotional laborers? The concept of emotional labor have been heavily investigated and researched in the customer service domain. Notably, emotional labor in higher education institutions is a relatively understudied research area. A theoretical framework of emotional labor is presented. It is essential to understand the demands that emotional labor places on academics and its impact on higher education institutions. Subsequently, the paper explores emotional labor among academic staff in higher education institutions, namely, the university system. The consequences and challenges of emotional labor are further evaluated. The paper is a meta-analysis and qualitative in nature. The study uses secondary data and reviews various literature on emotional labor, teaching and higher education institutions, and presents a conceptual paper. It considers the evaluation of academics in higher education institutions as emotional laborers. Literature was further probed to investigate academics as emotional laborers. Subsequently, the consequences and challenges were discussed. The paper further suggests that higher education intuitions need to be cognisant of the demands that emotional labor places on academic staff and the impact on their well-being. It is essential that the quality of work life of academics within higher education are addressed, as such studies are long overdue and under researched. Keywords: emotional labor, emotions, academics, university, teaching, higher education institution. JEL Classification: I23

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et al., Graizi. "Effects of multi-level job demands on academic leaders' health impairment process and in-role performance among Malaysian research universities." International Journal of ADVANCED AND APPLIED SCIENCES 8, no. 10 (October 2021): 29–42. http://dx.doi.org/10.21833/ijaas.2021.10.005.

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This study's primary purpose was to investigate the effects of job demands on in-role performance through the health impairment process among academic leaders at Malaysian Research Universities (MRU)s. The focus was given to both groups' levels (faculties) and individuals' levels (educational leaders). Data were collected via a five-point Likert scale questionnaire emailed to 252 academics at 31 different faculties. Data analysis by utilizing Hierarchical Linear Modeling (HLM) revealed that while the health impairment process is negatively related to in-role performance, job demands from both individuals and group levels are positively associated with the impairment path. By applying the "Monte Carlo Mediation Test; MCMT" in the mediating pathways, the results revealed that the mediation affects academics' impairment health among the relation of individual/group demands and academic leaders' in-role performance. This research indicates that individual conditions influence academic performance, and the group's shared perception has a substantial role. In turn, decision-makers would gain a comprehensive understanding of potential factors that may impact educational leaders' well-being and performance and strive to improve them in a way that develops MRUs.

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Jonasson, Charlotte, Jakob Lauring, Jan Selmer, and Jodie-Lee Trembath. "Job resources and demands for expatriate academics." Journal of Global Mobility: The Home of Expatriate Management Research 5, no. 1 (March 13, 2017): 5–21. http://dx.doi.org/10.1108/jgm-05-2016-0015.

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Purpose While there is a growing interest in expatriate academics, their specific role as teachers with daily contact to local students seems to have been largely ignored when examining their adjustment and work outcomes. Based on the job demands-resources model the authors predict that good teacher-student relations, as a supportive job resource, will have a positive effect on expatriate academics’ job satisfaction. This effect, however, will be even stronger for individuals experiencing high job demands and challenges in terms of intercultural job adjustment. In other words, expatriate academics that have difficulties adjusting will benefit more from the social support that can originate from good relations to their students. The paper aims to discuss these issues. Design/methodology/approach The authors surveyed expatriate academics adjusting to a university position in China by use of 124 responses from foreign university employees. Findings The authors found that teacher-student relations had a positive association with job satisfaction and that positive teacher-student relations increased job satisfaction more for individuals being slow to adjust. Originality/value This is one of the few papers to explore the impact that students can have on expatriate academics and treat this relationship as a potential resource for universities to capitalize upon in socializing their new foreign academic staff members.

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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 (April 17, 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 embodied experience, we show how motherhood is not an entirely negative experience in the workplace. Despite academia’s neoliberal tendencies, the social privilege of whiteness, heterosexuality and the middle class enables – at times – simultaneous satisfaction with both motherhood and an academic career.

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Taylor, Elizabeth A., Molly Hayes Sauder, and Cheryl R. Rode. "Perceived Job Demands and Resources in the Sport Management Academic Environment." Sport Management Education Journal 14, no. 1 (April 1, 2020): 25–36. http://dx.doi.org/10.1123/smej.2019-0025.

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Relatively little is known about the experiences of sport management faculty in relation to job demands and resources. With the constantly evolving nature of higher education and growth of the sport management discipline, it is important to understand the perspective of faculty members, as they have a substantial impact on students, the discipline at large, and the sport industry. Thus, the purpose of this study was to explore the perceptions of sport management faculty regarding several potential job demands and job resources in the academic environment. Survey research was conducted using a sample of sport management faculty (N = 144). The survey yielded both qualitative and quantitative data for analysis. Results indicated a job demand for faculty in that high levels of workplace aggression were reported. Job resources in the form of relationships with others and satisfaction with the nature of the work were identified. Pay, promotion, and perceptions of managers’ operational competence and ethics were illuminated as areas that must be improved if they are to serve as job resources. Finally, a number of demands and resources correlated with turnover intentions. Findings provide practical implications for the sport management academic discipline and suggest new avenues of productive future research.

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Shannon, Anthony G., and Dr Danielle Eden. "Academic freedom, integrity and research ethics." JOURNAL OF SOCIAL SCIENCE RESEARCH 12, no. 2 (May 25, 2018): 2672–79. http://dx.doi.org/10.24297/jssr.v12i2.7393.

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The limits, purpose and scope of academic freedom have been the subject of media controversy, partly because academic freedom and academic integrity are close relatives, the occasional missing link being research ethics. While freedom and integrity should protect each another, it is difficult for institutions and those who navigate them to balance competing and conflicting demands. Some of these demands are at the institutional level and others at the individual level. The purpose of this paper is to tease out some of the issues which are often too sensitive to articulate in the public square.

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Cherkowski, Sabre, and Lynn Bosetti. "Behind the veil: Academic women negotiating demands of femininity." Women's Studies International Forum 45 (July 2014): 19–26. http://dx.doi.org/10.1016/j.wsif.2014.03.013.

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Powers, Donald E. "A SURVEY OF ACADEMIC DEMANDS RELATED TO LISTENING SKILLS." ETS Research Report Series 1985, no. 2 (December 1985): i—63. http://dx.doi.org/10.1002/j.2330-8516.1985.tb00133.x.

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Ram, Balasubramanian, Sanjiv Sarin, and Arup Mallik. "A methodology for projecting course demands in academic programs." Computers & Industrial Engineering 12, no. 2 (January 1987): 99–103. http://dx.doi.org/10.1016/0360-8352(87)90003-9.

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Graizi, Mayadah, Kenny S. L. Cheah, and Kazi Enamul Hoque. "The Effects of Physical, Emotional, and Cognitive Demands on Academic Leaders’ Performance in Malaysian Research Universities." International Journal of Learning, Teaching and Educational Research 20, no. 3 (March 30, 2021): 282–303. http://dx.doi.org/10.26803/ijlter.20.3.17.

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This study attempted to investigate the possible impact of physical, emotional, and cognitive job demands on burnout among Malaysian academic leaders at Research Universities (RU). Another objective of the study was to study the direct and mediating role of burnout on the job performance of the target population. Through a quantitative study and by using a five-Likert point, 250 academic leaders in Malaysian Research Universities (MRUs) were surveyed. The obtained primary data were subject to quantitative analysis through outer loading of the items using Smart PLS software. The exploratory and confirmatory tests applied to the primary data earlier to the inferential tests started with testing the direct hypotheses structured followed by the indirect effect. Findings indicated that based on the model extracted and the loaded factors, it was found that cognitive, emotional, and physical demands have a significant impact on burnout. Burnout also showed a significant effect on in-role and extra-role performance of the academic leaders and an indirect effect of burnout between job demands and job performance was observed. As an implication, this study can have pedagogical implications for educational policymakers, education syllabus designers, and academic leaders. Assessing the interaction role of gender type suggests further research, which benefit the policymakers in diversifying the job demand for each type.

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Lim, KwangMo, and Jinkook Tak. "The effects of job demands on job stress." Korean Journal of Industrial and Organizational Psychology 29, no. 2 (May 31, 2016): 61–83. http://dx.doi.org/10.24230/kjiop.v29i2.61-83.

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The purpose of this study was to examine the effect of job demands on job stress and the moderating effects of job control and procedural justice. Specifically, first, the job demands were divided into quantitative demands and qualitative demands, and relative effects of the two demands on job stress were compared. Second, the moderating effects of job control and procedural justice were tested. Data were collected from 454 employees engaged in various domestic companies. The results showed that both quantitative and qualitative demands had positively significant effects on job stress and qualitative demands had a greater effect on job stress than quantitative demands did. The results of moderating effects showed that job control had a moderating effect on the relationship between quantitative demand and job stress whereas there was no moderating effect of job control on the relationship between qualitative demand and job stress. Also there was a moderating effect of procedural justice on the relationship between quantitative demand and job stress, but contrary to the hypothesis, the relationship was stronger when procedural justice was high. Finally, the academic significance and practical implications of the study, the limitations and future research were discussed.

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Martins, Moisés de Lemos. "The academic condition and its enemies." Comunicação e Sociedade 27 (June 29, 2015): 421–36. http://dx.doi.org/10.17231/comsoc.27(2015).2110.

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In the name of the certification of ‘quality’ and ‘excellence’, the University of Minho now seems condemned only to carry out procedures which, in education and research, certify routine and conformity, efficiency and utility, thus confirming the hegemony of instrumental reason. It is, however, my purpose in this study to reflect on academic freedom in the university. This issue demands that one should address one’s questions to the nature of the university itself, to the academic profession, as well as to its vocation and mission. What is the university today? What are the forces that traverse it? What blows has it sustained? What are the threats it is exposed to? What are its contradictions? What demands must it comply with? What should its response be?

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Kairuz, Therése, Lynn Andriés, Tracy Nickloes, and Ilse Truter. "Consequences of KPIs and performance management in higher education." International Journal of Educational Management 30, no. 6 (August 8, 2016): 881–93. http://dx.doi.org/10.1108/ijem-05-2015-0067.

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Purpose – The core business of universities is learning. Cognitive thinking is critical for learning and the development of new knowledge which are essential in higher education. Creative, reflective and critical thinking are negatively affected by unrealistic demands and stress. The purpose of this paper is to argue that key performance indicators (KPIs) and performance management are detrimental in the higher education sector, as they cause undue stress which impacts negatively on an essential criterion of academia, cognitive thinking. Design/methodology/approach – To explore this issue, the authors discuss the impact of stressful demands in the context of Australian higher education. The paper draws on literature that describes managerialism and on neuroscientific evidence to develop a hypothesis that supports a more holistic approach to human resources management of academics. Findings – Performance management and measures (including KPIs) add to the complex demands of academic work despite a lack of evidence that they are appropriate in the higher education sector. Originality/value – Performance management systems and KPIs undermine creative, reflective and critical thinking. Principles governing education should supersede the ever-growing emphasis that is being placed on quantitative measures and bureaucratic demands in higher education.

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Lane, John, and Andrew Lane. "SELF-EFFICACY AND ACADEMIC PERFORMANCE." Social Behavior and Personality: an international journal 29, no. 7 (January 1, 2001): 687–93. http://dx.doi.org/10.2224/sbp.2001.29.7.687.

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The aim of the present study was to examine the predictive effectiveness of self-efficacy in an academic setting. Seventy-six postgraduate students completed a questionnaire to assess efficacy expectations toward competencies perceived to underpin performance on the course. As there was a 13-week difference in time between completing the self-efficacy questionnaire and completing the performance criterion, it was considered important to assess the stability of self-efficacy measures. To this end, participants completed the same items one week later. Test-retest reliability results indicated that efficacy to cope with “intellectual demands”, “pass first time”, and “achieve a specific grade” were relatively stable. Performance was assessed using end of the semester grades. Regression results showed that “self-efficacy to cope with the intellectual demands of the program” predicted 11.5% of performance variance. Given that there was a 13- week time gap between self-efficacy and performance and that the complexity of the task was high, findings from the present study suggest that self-efficacy has some utility in an academic setting.

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Kaminska, Iryna. "Aspects of using dictionaries in the process of academic English teaching and acquisition." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 108–13. http://dx.doi.org/10.33310/2518-7813-2019-66-3-108-113.

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In the article, the linguistic characteristics of academic English are considered. The vocabulary and genres of academic English are addressed. The types of dictionaries currently available to university students are defined. It is established that academic language is linguistically diverse across discourses, genres, and disciplines. The variations in academic language demand a range of linguistic skills from students. Learners therefore need access to language tools, notably dictionaries, in their studies. The analysis of the respective dictionaries demonstrates that none of them is suitable for academic English acquisition. They are too comprehensive in coverage, contain linguistically demanding definitions and offer little encoding information. A need for dictionaries that would meet the students’ demands is defined.

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Chaker, Nawar N., Andrea L. Dixon, and Katerina E. Hill. "The Path to Sales Center Leadership: Key Differences Between Academic and Practitioner Leaders." Journal of Marketing Education 42, no. 3 (June 8, 2020): 233–42. http://dx.doi.org/10.1177/0273475320920902.

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More universities are teaching sales to meet growing employer demand, thereby increasing the prominence of university sales centers. Sales center directors tend to be a PhD or a non-PhD faculty member. While there are advantages to both backgrounds, we know little about how sales center directors view their roles and what behaviors they enact to satisfy demands. The purpose of this research is to investigate the activities of sales center directors and gain deeper insights into their thought worlds. Leveraging job demands–resources theory and a work-based identity perspective, we posit that sales center directors with versus without a PhD will emphasize different job demands. Using a web survey to examine sales center director behaviors and in-depth interviews to explore their thought worlds, we find twice as many sales center directors with a PhD spend time on research activities than their non-PhD counterparts. Sales center directors with a PhD spend twice as much time on research activities than their non-PhD counterparts. Sales center directors without a PhD spend a quarter of their time coaching individual students while those with a PhD express strong desire to impact the sales profession, suggesting that their attention is broader than coaching students.

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Jenkins, Katy. "Academic motherhood and fieldwork: Juggling time, emotions, and competing demands." Transactions of the Institute of British Geographers 45, no. 3 (March 6, 2020): 693–704. http://dx.doi.org/10.1111/tran.12376.

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Fang, Zhihui, Mary J. Schleppegrell, and Beverly E. Cox. "Understanding the Language Demands of Schooling: Nouns in Academic Registers." Journal of Literacy Research 38, no. 3 (September 2006): 247–73. http://dx.doi.org/10.1207/s15548430jlr3803_1.

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Knoster, Kevin C., and Alan K. Goodboy. "A conditional process model of academic demands and student learning." Communication Education 69, no. 3 (January 17, 2020): 335–55. http://dx.doi.org/10.1080/03634523.2020.1713387.

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Brook, Anne C., and John K. Davies. "Proliferating Demands on Academic Heads of Department: A Management Issue?" Higher Education Policy 7, no. 2 (June 1994): 56–57. http://dx.doi.org/10.1057/hep.1994.28.

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Liardét, Cassi L., Sharyn Black, and Vani Sharren Bardetta. "Defining formality: Adapting to the abstract demands of academic discourse." Journal of English for Academic Purposes 38 (March 2019): 146–58. http://dx.doi.org/10.1016/j.jeap.2019.02.007.

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Pandey, Gopal Prasad. "English for Academic Purposes: Theory, Trends and Practices." Education and Development 29 (December 1, 2019): 1–14. http://dx.doi.org/10.3126/ed.v29i0.32562.

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English for academic purpose (EAP) emerged as a branch of English for specific purposes in the early 1980s. EAP grounds English language teaching in the linguistic demands of academic context, tailoring instruction to specific rather than general purposes. There is a growth of interest in EAP in the recent years. The interest in EAP developed in response to the growing need for intercultural awareness and of English as a lingua franca (ELF). EAP has become a major area of research in applied linguistics and focus of the courses studied worldwide by a large number of students preparing for study in colleges and universities. The increase in students’ undertaking tertiary studies in English-speaking countries has led to a steady demand for the courses tailored to meet the immediate, specific vocational and professional needs. Thus, most universities in the present day world prioritize the role of academic skills. The aim of the paper is to examine the key approaches to the teaching of English for academic purposes, current trends in teaching EAP, and to argue the centrality and significance of EAP in the academia. The paper concludes by arguing that a greater emphasis needs to be placed on methodology in EAP.

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Krylova, N. P., and E. N. Levashov. "Prospects for academic libraries in science information environment." Scientific and Technical Libraries, no. 8 (August 30, 2021): 83–100. http://dx.doi.org/10.33186/1027-3689-2021-8-83-100.

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The author systematize history of Russian university libraries, analyze their progressing in digital environment, and discuss new possibilities for modernizing education and academic libraries, in particular. The laws and regulations for university libraries are reviewed; their functions and services are specified. As a result of global information processes intensive growth, the demand for elibraries and their services have been increasing. The students of Cherepovets State University were surveyed on the issues of library service efficiency. The survey proved the significance and relevance of library services for the students; the strengths and weaknesses of library services were identified. The authors emphasize the need for intensifying marketing component in library activities and promotion of its services, and for studying target audience demands. The prospects for academic libraries are also discussed.

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Hubbard, Katharine, and Lucy Tallents. "Challenging, Exciting, Impersonal, Nervous: Academic experiences of large class teaching." Journal of Perspectives in Applied Academic Practice 8, no. 1 (September 1, 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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조혜진, Lee Jee Yon, and 장진이. "The Mediating Effects of Academic Self-Efficacy and Academic Failure Tolerance on the Relationship between Excessive Academic Demands and Academic burnout on Highschool Students." Korea Journal of Counseling 14, no. 3 (June 2013): 1605–21. http://dx.doi.org/10.15703/kjc.14.3.201306.1605.

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Wardani, Ria. "ACADEMIC HARDINESS, SKILLS, AND PSYCHOLOGICAL WELL-BEING ON NEW STUDENT." Jurnal Psikologi 19, no. 2 (June 27, 2020): 188–200. http://dx.doi.org/10.14710/jp.19.2.188-200.

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This study aims to determine the academic hardiness of new students and use a model that integrates transformational coping, social support, and psychological well-being. As individuals undergoing a period of educational transition, new students need to adapt to the requirements and academic tasks that are different from schooling and insist on them to demonstrate their strong persistence personalities and develop their psychological well-being. This study uses a non-experimental cross-sectional research design. A total of 237 participants filled out the academic hardiness, skills, and psychological well-being questionnaire, and the data were analyzed with SEM version 8.80. The test results show that academic hardiness plays a direct role in developing participant's psychological well-being. Even though academic hardiness plays a role in developing transformational coping and social support skills, both skills do not play a role in fostering psychological well-being. These results indicate that commitment - control - and challenges that reveal participants' ability to adapt to the new academic demands can improve their individual ability to demonstrate their fully functioning self or fully functioning person in completing academic demands and tolerating pressures. However, a similar role does not find transformational coping skills and social support skills as the product of academic hardiness. The skill level does not determine the development of the participant's psychological well-being.

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Konrad Kulikowski, Anna Potoczek, Emil Antipow, and Szymon Król. "How to Survive in Academia: Demands, Resources and Study Satisfaction Among Polish PhD Students." Educational Sciences: Theory & Practice 19, no. 4 (October 30, 2019): 65–79. http://dx.doi.org/10.12738/estp.2019.4.005.

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There is a great deal of research showing that PhD students suffer from dissatisfaction. Whereas most studies in this field strived to identify factors negatively related to PhD students’ well-being, still little is known about factors positively related to the well-being of young academics. We based our analysis on the Job Demands-Resource Theory (JD-R), to identify study resources positively related to PhD student satisfaction. Building on the results of the survey conducted among 360 PhD students of the Jagiellonian University (Poland) we singled out seven main resources most strongly related to PhD student satisfaction. Our findings might provide initial evidence about what type of resources are worth developing to maximize PhD student well-being. These results could be of particular importance and interest for candidates who look for PhD positions and PhD students already working in different academic environments, as well as for broader academic community and higher education policymakers.

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Hetemi, Atdhe. "Student movements in Kosova (1981): academic or nationalist?" Nationalities Papers 46, no. 4 (July 2018): 685–703. http://dx.doi.org/10.1080/00905992.2017.1371683.

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The 1980s caught Albanians in Kosova in interesting social, political, and psychological circumstances. Two diametrically opposed dogmatic dilemmas took shape: “illegal groups” – considerably supported by students – demanded the proclamation of the Republic of Kosova and/or Kosova's unification with Albania. On the other side of the spectrum, “modernists” – gathering, among others, the political and academic elites – pushed for the improvement of rights of Kosovars guaranteed under the “brotherhood and unity” concept advocated within the Socialist Federal Republic of Yugoslavia (SFRY). This paper outlines the nature of demonstrations that took place in March and April 1981 and the corresponding responses of political and academic elites. Stretching beyond symbolic academic reasons – demands for better food and dormitory conditions – the study points to the intense commitment of the students to their demands, often articulated in nationalistic terms. Was it inevitable that the structure of the SFRY would lead to those living in Kosova as a non-Slavic majority in a federation of “Southern Slavs” to articulate demands for national self-rule? It is necessary to highlight these political and social complexities through analytical approaches in order to track the students' goals and to reexamine assumptions behind the “modernist” agenda. In that vein, the paper analyzes the conceptual connections and differences between student reactions and modernists' positions during the historical period under discussion here.

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Stephens, Simon, Oran Doherty, Billy Bennett, and Michael Margey. "The challenge of work based learning: a role for academic mentors?" International Journal of Mentoring and Coaching in Education 3, no. 2 (June 6, 2014): 158–70. http://dx.doi.org/10.1108/ijmce-03-2013-0020.

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Purpose – The purpose of this paper is to explore the key challenge(s) experienced by employers, employees and academics during work based learning (WBL) programmes at undergraduate level. The idea of academic mentors is proposed as an aid to addressing the challenges common to WBL programmes. Design/methodology/approach – The case study presented in this paper involves a large multinational organisation and a higher education institution, both of which are based in Ireland. Interviews were used to explore the outcome(s) of a WBL programme. Findings – The challenges associated with WBL place demands on the design of curriculum, pedagogy and accreditation. The use of academic mentors can help translate academic knowledge into workplace practice; and address challenges which are common in WBL programmes. Practical implications – The understanding of best practice in the design of WBL programmes is enriched. A role for academics as mentors is identified and the implications explored. Originality/value – The success of WBL can be linked to the relationships that form between employers, employees and academics. There is evidence that the academic is central to the development of these relationships.

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Suldo, Shannon M., Robert F. Dedrick, Elizabeth Shaunessy-Dedrick, Sarah A. Fefer, and John Ferron. "Development and Initial Validation of the Coping With Academic Demands Scale." Journal of Psychoeducational Assessment 33, no. 4 (October 10, 2014): 357–74. http://dx.doi.org/10.1177/0734282914552165.

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Wiley, Lynne M. "Achieving Accountability in Higher Education: Balancing Public, Academic, and Market Demands." Teachers College Record 107, no. 11 (November 2005): 2470–75. http://dx.doi.org/10.1111/j.1467-9620.2005.00610.x.

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Snyder, Barbara. "Achieving Accountability in Higher Education: Balancing Public, Academic and Market Demands." Journal of College Student Development 47, no. 2 (2006): 243–45. http://dx.doi.org/10.1353/csd.2006.0026.

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Holschuh, Jodi Patrick. "College Reading and Studying: The Complexity of Academic Literacy Task Demands." Journal of Adolescent & Adult Literacy 62, no. 6 (April 24, 2019): 599–604. http://dx.doi.org/10.1002/jaal.876.

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Et al., Frischa Meivilona Yendi. "EMDR : An Alternative Effective Tool for Reduction of Academic Stress?" Psychology and Education Journal 58, no. 1 (February 4, 2021): 4133–39. http://dx.doi.org/10.17762/pae.v58i1.1477.

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The stress often experienced by students is academic stress. Academic stress is a situation where students cannot face academic demands and the exception of the academic demands received as a disorder. If not handled properly, it will disrupt the effectiveness of learning and absorption of information on students. This study aims to reveal the effect of EMDR (Eye Movement Desensitization and Reprocessing) in reducing student academic stress. The research method is an experimental study conducted with a repeated measure pretest and multiple posttest design. The subjects in this study were 15 students. The instrument used was an adaptation of the Academic Stress Inventory of students at universities and colleges of technology from Lin and Chen. Analyze the data using the one-way ANOVA for repeated measures. The results showed that EMDR is proven to be one of the effective tools to reduce academic stress on students.

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Samsudin, Mohamad, Husni Rahim, and Didin Saepudin. "Academic Orientation in Preschool Education." International Journal for Educational and Vocational Studies 3, no. 1 (March 30, 2021): 49. http://dx.doi.org/10.29103/ijevs.v3i1.3386.

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Currently, preschool education has evolved, even it has been revolutionized. This fact is shown by the large content of academic teaching materials such as reading, writing, and arithmetic which is still controversial must be taught in preschool education, which seems to be a compulsory subject for preschool children. Although government regulations have regulated properly and ideally how preschool education should be implemented, ironically due to competition between preschool institutions and the demands of parents, many preschool institutions fulfill their curricula with academic content. This study aims to obtain an overview of the academic-oriented preschool learning process in planning, implementation, and evaluation.

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Zukas, Miriam, and Janice Malcolm. "Learning academic work practices in discipline, department and university." Journal of Workplace Learning 29, no. 7/8 (September 11, 2017): 512–23. http://dx.doi.org/10.1108/jwl-04-2016-0025.

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Purpose This paper aims to examine the everyday practices of academic work in social science to understand better academics’ learning. It also asks how academic work is enacted in relation to the discipline, department and university, taking temporality as its starting point. Design/methodology/approach The study sought to trace academic activities in practice. Within three universities, 14 academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and where possible connections and interactions were traced (including beyond the institution). This paper reports on a subset of the study: the academic practices of four early-career academics in one discipline are analysed. Findings Email emerges as a core academic practice and an important pedagogic actor for early career academics in relation to the department and university. Much academic work is “work about the work”, both in and outside official work time. Other pedagogic actors include conferences, networks and external Web identities. Disciplinary work happens outside official work time for the most part and requires time to be available. Disciplinary learning is therefore only afforded to some, resulting in structural disadvantage. Originality/value By tracing non-human and human actors, it has emerged that the department and university, rather than the discipline, are most important in composing everyday work practices. A sociomaterial approach enables researchers to better understand the “black box” of everyday academic practice. Such an approach holds the promise of better support for academics in negotiating the demands of discipline, department and university without overwork and systemic exploitation.

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Kirk, Elizabeth. "Women academics at Royal Holloway and Bedford Colleges, 1939–69." Historical Research 76, no. 191 (February 1, 2003): 128–50. http://dx.doi.org/10.1111/1468-2281.00169.

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Abstract This article examines the relationship between female academics and domesticity at Royal Holloway and Bedford Colleges between 1939 and 1969. Women scholars in particular have had to juggle the demands of pastoral care and research and the former often took priority, which meant that women lagged behind men in academic publications. The evidence shows that, even though the balance of power in academic appointments shifted dramatically from women to men during this period, Royal Holloway was still committed to employing single women who would live in the college. By contrast Bedford employed women who often combined work and marriage. However, neither model of academic womanhood enabled women who taught at these colleges to escape the notion that femininity rendered them incapable of wielding authority.

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Dugas, Daryl, Kelly H. Summers, Lindsay N. Harris, and Amy E. Stich. "Shrinking Budgets, Growing Demands: Neoliberalism and Academic Identity Tension at Regional Public Universities." AERA Open 4, no. 1 (February 2018): 233285841875773. http://dx.doi.org/10.1177/2332858418757736.

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Faculty ( N = 156) at regional public universities (RPUs) in the United States were surveyed for self-reports of their primary academic identity (teacher, researcher) along with alignment of that identity with perceived departmental expectations and how their time is spent. Well-being and job satisfaction were examined as outcome measures of identity and alignment. The results are examined in the context of international concerns about neoliberalism in higher education, particularly with respect to academic identity. Participants were employed by RPUs in Illinois, a state with severe budget challenges, to assess the combined impact of neoliberalism and financial pressures on academic identity at traditionally teaching-focused institutions. Results of MANCOVA and MANOVA analyses suggested that participants who identify as teachers had greater overall well-being and job satisfaction than those who identified as researchers. Greater satisfaction was associated with alignment between identity and how time is spent. Implications and challenges to faculty work and strains on academic identity at RPUs are discussed.

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Butler, Nick, Helen Delaney, and Sverre Spoelstra. "Risky business: Reflections on critical performativity in practice." Organization 25, no. 3 (January 3, 2018): 428–45. http://dx.doi.org/10.1177/1350508417749737.

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Critical scholars in the business school are becoming increasingly concerned about the impact of their research beyond the confines of academia. This has been articulated most prominently around the concept of ‘critical performativity’. Drawing on semi-structured interviews with critical leadership scholars, this article explores how academics engage with practitioners at the same time as they seek to maintain a critical ethos in relation to their external activities. While proponents of critical performativity tend to paint a frictionless picture of practitioner engagement—which can take the form of consulting, coaching, and leadership development—we show how critical scholars may end up compromising their academic values in corporate settings due to practitioner demands and other institutional pressures. Taken together, these pressures mean that critical scholars often need to negotiate a series of (sometimes insoluble) dilemmas in practitioner contexts. We argue that the concept of critical performativity is unable to contend meaningfully with these tensions because it replicates the myth of the ‘heroic-transformational academic’ who is single-handedly able to stimulate critical reflection among practitioners and provoke radical change in organizations. We conclude with a call for further reflection on the range of ethical dilemmas that can arise during academic–practitioner engagement.

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Cooper, Amanda, Joelle Rodway, and Robyn Read. "Knowledge Mobilization Practices of Educational Researchers Across Canada." Articles 48, no. 1 (April 30, 2018): 1–21. http://dx.doi.org/10.7202/1050839ar.

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Researchers are under increasing pressure to disseminate research more widely with non-academic audiences (efforts we call knowledge mobilization, KMb) and to articulate the value of their research beyond academia to broader society. This study surveyed SSHRC-funded education researchers to explore how universities are supporting researchers with these new demands. Overall, the study found that there are few supports available to researchers to assist them in KMb efforts. Even where supports do exist, they are not heavily accessed by researchers. Researchers spend less than 10% of their time on non-academic outreach. Researchers who do the highest levels of academic publishing also report the highest levels of non-academic dissemination. These findings suggest many opportunities to make improvements at individual and institutional levels. We recommend (a) leveraging intermediaries to improve KMb, (b) creating institutionally embedded KMb capacity, and (c) having funders take a leadership role in training and capacity-building.

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Braun, Edith, and Bernhard Leidner. "Academic Course Evaluation." European Psychologist 14, no. 4 (January 2009): 297–306. http://dx.doi.org/10.1027/1016-9040.14.4.297.

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This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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Allen, Mitchell. "Qualitative Publishing in a Neoliberal Universe and University." Cultural Studies ↔ Critical Methodologies 17, no. 3 (September 20, 2016): 214–20. http://dx.doi.org/10.1177/1532708616669527.

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Rapid transformation in the ecosystems of academic publication can be attributed not only to changing demands of the neoliberal university but also to factors in the broader economic, cultural, and technological world. The centralization of information flow has led to consolidation of academic publishing into fewer multinational media corporations who provide information to scholars in aggregated and disaggregated forms. Resistance by academics has focused on the availability of open access scholarship, but they have not solved how to make this system financially sustainable. This article reports on trends in this ever-more-unequal ecosystem, the challenges they raise, and options for scholars to solve them.

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Journal articles on the topic 'Academic demands'

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