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Journal articles on the topic 'Academics'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Reid, Tom. "Academics and Intellectual Property: Treading the Tightrope." Deakin Law Review 9, no. 2 (2004): 759–74. http://dx.doi.org/10.21153/dlr2004vol9no2art262.

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Most Australian universities still uphold the tradition that an academic's work is performed for the greater public good, and that it is therefore necessary to donate back at least the copyright in the academic's scholarly work to the academic, so that the work may be freely disseminated. However, faced with tighter and tighter budgets, the same universities are increasingly turning to commercial partnerships to add to their revenue. The intellectual property created by academics in the course of their employment, if commercially exploited, is potentially a valuable source of revenue to the un

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2

Nyeko, Kizito Emmanuel, and Ngui Kwang Sing. "Academic Entrepreneurs and Entrepreneurial Academics: Are They the Same." International Journal of Social Science and Humanity 5, no. 12 (2015): 1050–55. http://dx.doi.org/10.7763/ijssh.2015.v5.603.

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Alemu, Sintayehu Kassaye. "Transnational Mobility of Academics: Some Academic Impacts." Center for Educational Policy Studies Journal 10, no. 2 (2020): 77–100. http://dx.doi.org/10.26529/cepsj.464.

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This paper deals with the short- and long-term transnational mobility of academics and some of its impacts, an issue not well addressed in the literature. Through a qualitative literature review, the paper aims to answer the question: What are some of the academic impacts of the transnational mobility of academics? Transnational academic mobility is academic travel across borders of states and is one aspect of the new internationalisation of higher education. It is presented in terms of the roles of academics in teaching-learning experiences as well as knowledge production and transfer. The di

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Brown, Stephen, Lyn Murphy, and Kay Hammond. "Learning Management System Adoption by Academics." Journal of Open, Flexible and Distance Learning 25, no. 2 (2022): 55–65. http://dx.doi.org/10.61468/jofdl.v25i2.477.

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An academic’s adoption of online learning during the 2020 lockdown required new levels of engagement with the learning management system (LMS). In this position piece, we suggest that academics are pivotal to online course development, and they should determine alternative means of instruction and assessment during any transition to online learning. We present two models of an academic’s interactions with the LMS and propose that the academic’s engagement with the LMS, and their willingness to be in partnership with experts in e-learning, should remain central to their university’s strategic d

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5

Libaers, Dirk, and Tang Wang. "Foreign-born academic scientists: entrepreneurial academics or academic entrepreneurs?" R&D Management 42, no. 3 (2012): 254–72. http://dx.doi.org/10.1111/j.1467-9310.2012.00682.x.

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Buranakul, Sophia, Carl Grundy-Warr, Ben Horton, Lisa Law, Jonathan Rigg, and May Tan-Mullins. "THE ASIAN TSUNAMI, ACADEMICS AND ACADEMIC RESEARCH." Singapore Journal of Tropical Geography 26, no. 2 (2005): 244–48. http://dx.doi.org/10.1111/j.0129-7619.2005.00216.x.

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Hassan, Aminuddin, Peter Tymms, and Habsah Ismail. "Academic productivity as perceived by Malaysian academics." Journal of Higher Education Policy and Management 30, no. 3 (2008): 283–96. http://dx.doi.org/10.1080/13600800802155184.

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Waterman, Stanley. "Academic freedom and the freedom of academics." Journal of Geography in Higher Education 16, no. 1 (1992): 115–19. http://dx.doi.org/10.1080/03098269208709181.

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Mooken, Malida, and Roger Sugden. "The Capabilities of Academics and Academic Poverty." Kyklos 67, no. 4 (2014): 588–614. http://dx.doi.org/10.1111/kykl.12069.

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Welsh, John. "Policing Academics: TheArkhèof Transformation in Academic Ranking." Critical Horizons 19, no. 3 (2018): 246–63. http://dx.doi.org/10.1080/14409917.2018.1485251.

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Djajadikerta, Hadrian G., and Terri Trireksani. "Factors Influencing Academic Capital of Women Academics." International Journal of Knowledge, Culture, and Change Management: Annual Review 9, no. 12 (2010): 1–16. http://dx.doi.org/10.18848/1447-9524/cgp/v09i12/49859.

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Remmik, Marvi, Mari Karm, Anu Haamer, and Liina Lepp. "Early-career academics’ learning in academic communities." International Journal for Academic Development 16, no. 3 (2011): 187–99. http://dx.doi.org/10.1080/1360144x.2011.596702.

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13

Silver, Michelle. "A SYSTEMATIC REVIEW OF THE LITERATURE ON ACADEMIC RETIREMENT." Innovation in Aging 8, Supplement_1 (2024): 773–74. https://doi.org/10.1093/geroni/igae098.2514.

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Abstract Objectives The number of academics reaching traditional retirement age has been increasing thus motivating the need to better understand retirement experiences among higher education faculty. This review paper aims to: (i) identify the types of studies and traits being measured in studies of academic retirement, (ii) understand the determinants of retirement, including pathways and obstacles, among academics being measured in the literature, (iii) map the most prevalent types of studies and findings regarding academic retirement, and (iv) appraise the current state of the literature.

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Muflichah, Siti. "Restorying the Experiences of Muslim Women Academics in Indonesian State Islamic Higher Education: A Narrative Inquiry." Journal of Asian Social Science Research 2, no. 2 (2020): 159–74. http://dx.doi.org/10.15575/jassr.v2i2.24.

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In the last three decades, women have been the majority of undergraduate students in Indonesian higher education. However, the story is different when it comes to women as academics in Islamic higher education institutions. Compared to their male colleagues, female academics have unequal academic and lower leadership positions. There is a low percentage of female academics who have achieved the academic positions of associate professors or professors. They also have low productivity in research and publications. This article deals with the inequality facing Muslim women academics in Indonesian

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Omotosho, Babatunde Joshua. "5 - Junior Academics within Middle Level Academic Leadership in Emerging Universities in Nigeria." Journal of Higher Education in Africa 17, no. 1-2 (2022): 83–94. http://dx.doi.org/10.57054/jhea.v17i1-2.1464.

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One of the emerging developments within middle level academic leadership in Nigerian universities relates to the inclusion of academics who are at the very beginning of their careers within middle level leadership. The term junior academics is used here to refer to academics who are on staff development terms, registered for doctoral studies, or just graduated from doctoral studies and starting the process of being socialized into institutional academic cultures. In most emerging (3rdgeneration) universities, such academics are often allocated academic and administrative roles that would other

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Johnston, Alan. "Manifesting the academic psychological contract." Applied Psychology Research 3, no. 1 (2024): 390. http://dx.doi.org/10.59400/apr.v3i1.390.

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The level of research undertaken on the academic psychological contract, and its influence on academic’s behaviour is limited. This paper seeks to consider the academic psychological contract, by reviewing its manifestation within the role of and the influence on their undertaking of the role. Particularly important is academics’ interpretation of the role and what they consider important. Within this, the paper considers in-role and extra-role activities and what may be the grey areas in which time is spent. The research adopts the combined usage of phenomenology with interpretivist processes

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Harman, Grant. "Australian Academics and Prospective Academics." Higher Education Management and Policy 15, no. 3 (2003): 105–22. http://dx.doi.org/10.1787/hemp-v15-art26-en.

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Berei, Emese Beáta, and Klára Kovács. "Academics on Professional Helpers’ Education: How Do They Perceive the Work-Related Challenges?" Education Sciences 15, no. 2 (2025): 134. https://doi.org/10.3390/educsci15020134.

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There is research on professional helper education and jobs working in a society with children and youth or supporting vulnerable people, but for academics, working in higher education, and preparing students for these work fields, it is not very common. This research focuses on academics from five European countries who prepare teachers, medical, healthcare, and clergy professionals. The aim is to design a map of pressures and challenges in their work. We hypothesized that academics in professional helper higher education (PHHE) perceive work-related challenges differently. Using explanatory

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Jordan, Katy. "Academics’ online connections." Proceedings of the International Conference on Networked Learning 10 (May 9, 2016): 414–21. http://dx.doi.org/10.54337/nlc.v10.8900.

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Academic social networking sites (SNS), such as Academia.edu and ResearchGate, seek to bring the benefits of online social networking to academics' professional lives. Online academic social networking offers the potential to revolutionise academic publishing, foster novel collaborations, and empower academics to develop their professional identities online. However, the role that such sites play in relation to academic practice and other social media is not well understood at present. Arguably, the defining characteristic of academic social networking sites is the connections formed between p

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Ong, Liap-Teck. "Overcoming shortage of second-career academics in business schools." SHS Web of Conferences 124 (2021): 11003. http://dx.doi.org/10.1051/shsconf/202112411003.

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This study addresses the United Nation’s (UN) Sustainable Development Goal 4 (SDG4) to “substantially increase the supply of qualified teachers[academics], including through international cooperation for teacher training in developing countries, especially least developed countries and Small Island developing states” by 2030. Literature review reveals that there is a shortage of academics to teach business units globally due to the high demand for business education. Hence experienced and qualified business practitioners are recruited to assume the role of academics, collectively termed as sec

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Caz, Çağdaş, and Levent Tanyeri. "The Relationship between Life Satisfaction and Academic Performance: An Example of Sports Science." World Journal of Education 8, no. 5 (2018): 192. http://dx.doi.org/10.5430/wje.v8n5p192.

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Everyday stress, happiness, health status and individual characteristics affect life satisfaction, which, in turn, affectsome other factors. Therefore, high life satisfaction in academics affects their academic performance positively. Theaim of this study is to examine the relationship between sports science academics’ life satisfaction and academicperformance. Study sample consisted of 188 male and 151 female sports science academics working in differentregions. Data were collected using the “Contentment with Life Assessment Scale” (CLAS) developed by Lavallee,Hatch, Michalos & McKinley (

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Loko, Lieketseng, Yolande Van Zyl, and Elizabeth Chinomona. "Quality of Work Life, Job Satisfaction and Happiness among Academics at a University of Technology in South Africa." African Journal of Inter/Multidisciplinary Studies 7, no. 1 (2025): 1–13. https://doi.org/10.51415/ajims.v7i1.1444.

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Higher education institutions are competing globally to attract and retain accomplished academics to contribute to an institution’s performance. However, the efficiency of a higher education institution might depend on how it manages one of its most important assets contributing to the human capital of the institution, the academics. Therefore, an academic’s quality of work life, job satisfaction and happiness should be considered and evaluated on a continuous basis to holistically ascertain an institution’s effectiveness. This study examines the relationships between QWL, job satisfaction and

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Waldock, William J., Elizabeth Hughes, Jane Dacre, and Amir H. Sam. "Is there a sufficient supply of clinical academics for UK medical schools? A retrospective cohort study." BMJ Open 14, no. 9 (2024): e086211. http://dx.doi.org/10.1136/bmjopen-2024-086211.

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ObjectivesClinical academics lead research to deliver medical advancements while also teaching in medical schools to maintain high-quality medical services. The objective of this project was to determine if there is a sufficient supply of clinical academics for UK medical schools.DesignRetrospective cohort study.SettingData were extracted from the UK Medical Education Database and the General Medical Council (GMC) annual National Trainee Survey between 2012 and 2022.Participants1769 registered UK doctors with academic training and a certificate of completion of training.Main outcome measureThe

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Larsen, Marianne. "Transnational Academic Mobility: A Case Study of Fifteen Academics." Comparative and International Education 49, no. 1 (2020): 1–13. http://dx.doi.org/10.5206/cie-eci.v49i1.13433.

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Academics around the world face many pressures to engage in transnational mobility (TNM) as a part of their scholarly work. This includes travelling abroad for conferences and symposia, teaching abroad, supervising graduate students abroad and participating in international research partnerships/collaborations. This is a case study of 15 academics at different stages of their academic careers, located in 12 different countries and representing a wide range of academic disciplines. The findings confirm the widespread and regular international travel that higher education academics participate i

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Folabit, Novel Lena, and Loyiso Currell Jita. "Academics’ professional identity: Conflicting personal values of academics and institutional culture." Interdisciplinary Journal of Sociality Studies 4 (April 25, 2024): 1–13. http://dx.doi.org/10.38140/ijss-2024.vol4.05.

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Higher education is driven by the objective of establishing an educational setting in which academics and students collaboratively construct and convey scientific knowledge and values that can be utilised in the future. Academics' professional identity focuses on their professional interests, values, and commitments to important work duties. Consequently, academics' professional identity may encounter obstacles when faced with conflicting misalignment between their values and university culture. This paper utilises a qualitative case study with an interpretive paradigm to investigate how acade

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Whelan, Michael B. "Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (2017): 172–87. http://dx.doi.org/10.21153/jtlge2017vol8no1art627.

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There has been an increase in the number of teaching-focused academics at Australian universities over recent years. However, research-focused and teaching-research academics have an advantage over teaching-focused academics in terms of promotion, forced redundancies and tenure. While evidence of research success is measured by volume (number of publications and research income), evidence of teaching scholarship is less quantifiable. The value of industry-university collaboration has been reported widely. However, the focus is on the value of the knowledge transfer of university research to in

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Kriger, Samantha, Cyrill Walters, Armand Bam, and Jonathan Jansen. "The Impact of the COVID-19 Pandemic on Female Academics with Young Children in South Africa." Scholarship of Teaching and Learning in the South 6, no. 3 (2022): 142–54. http://dx.doi.org/10.36615/sotls.v6i3.280.

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Against the backdrop of an increase in research on the effects of COVID-19, this article uses the analysis of survey data of female academics from the 26 higher education institutions in South Africa to identify how female academics with young children coped with academic output during the pandemic-enforced lockdown. A growing body of research documents the influence of children and childcare on the careers of female academics. In this article, we see how female academics who stayed at home during the enforced lockdown period negotiated childcare and home-schooling, and how the lockdown influe

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Sjølie, Ela, Susanne Francisco, Kathleen Mahon, Mervi Kaukko, and Stephen Kemmis. "Learning of academics in the time of the Coronavirus pandemic." Journal of Praxis in Higher Education 2, no. 1 (2020): 85–107. http://dx.doi.org/10.47989/kpdc61.

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This article explores academics’ learning. Specifically, it focuses on how academics have come to practise differently under the abrupt changes caused by responses to the Coronavirus pandemic. We argue that people’s practices—for example, academics’ practices of teaching and research—are ordinarily held in place by combinations of arrangements that form practice architectures. Many existing practice architectures enabling and constraining academics’ practices were disrupted when the pandemic broke. To meet the imperatives of these changed arrangements, academics have been obliged to recreate t

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Battersby∗, David. "The academic performance of older academics: A review." Journal of Tertiary Education Administration 15, no. 2 (1993): 181–88. http://dx.doi.org/10.1080/1036970930150204.

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Fagerberg, David W. "Pseudo Academic Ecumenism (or What Academics Don’t Know)." Antiphon: A Journal for Liturgical Renewal 4, no. 2 (1999): 8–9. http://dx.doi.org/10.1353/atp.1999.a941190.

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Öksüz-Gül, Feride, Simel Parlak, and Oya Çelebi-Çakıroğlu. "Academic Life Experiences of Early Career Female Academics during the Covid-19 Pandemic." Yuksekogretim Dergisi 12, no. 1 (2022): 143–52. http://dx.doi.org/10.2399/yod.21.862284.

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This study aims to find out the academic life experiences of early career female academics during the Covid-19 pandemic in Turkey. The study group consisted of 13 female academics working from home with their spouses. The interpretative phenomenological analysis was used to analyze the data collected through semi-structured telephone interviews. The findings were clustered under two main themes: the life before the pandemic, and academic life during the pandemic. The main theme of academic life during the pandemic consisted of the following sub-themes: adaptation problem, withdrawal from acade

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Maharaj, Ashika. "Academic Mobility and Immigration Trends in South African Higher Education Institutions." Journal of Economics and Behavioral Studies 8, no. 4(J) (2016): 52–66. http://dx.doi.org/10.22610/jebs.v8i4(j).1363.

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This paper seeks to offer an insighton the subject of academic mobility into South African Higher Education Institutions (HEIâ€™s). This is done by examining the current academic landscape in South Africavia a comparisonbetween the profile of South African (SA) academics andexpatriate academics. Currently, SA is facing major skills and staffing shortages locally in terms of Science, Engineering and Agriculture. The Departmentof Higher Education and Training as well as SA universities have advocated to run programmes in scarce skills disciplines through the recruitment of expatriate academics.

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Lu, Jinjin. "Publish or Perish in Social Science?" Asian Journal of Social Science 47, no. 4-5 (2019): 484–507. http://dx.doi.org/10.1163/15685314-04704004.

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Abstract The national “Double First-class” strategic plan, a new ambitious higher education policy, which was officially launched at the end of September 2017. This emphasises that 42 Chinese universities have a target of being ranked in the global “First-class” category within ten years. Under the guidance of the strategic plan, Chinese academics in Humanities and Social Sciences (HSS) will face significant opportunities and challenges. Compared with those in Science and Technology (S&T), academics in the HSS have less internationalisation in terms of academic discourse power. This study

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Hamilton, Jillian, Michelle Fox, and Mitchell McEwan. "Sessional Academic Success: A Distributed Framework for Academic Support and Development." Journal of University Teaching and Learning Practice 10, no. 3 (2013): 146–62. http://dx.doi.org/10.53761/1.10.3.9.

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With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sectorwide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging (Red Report, 2008; May, 2013). In response, universities have increasingly begun to offer academic development programs for Sessional Academics. However, such programs tend to be centrally delivered, generic in nature, and contained within the moment of d

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Whitehouse, L. "Dental academics: Our future dental academics." British Dental Journal 226, no. 3 (2019): 162. http://dx.doi.org/10.1038/sj.bdj.2019.143.

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Han, Bünyamin, and Behçet Oral. "Investigating the Views of Academic Staff on Academic Synergy." Yuksekogretim Dergisi 11, no. 2Pt2 (2021): 550–62. http://dx.doi.org/10.2399/yod.21.651685.

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The aim of this study is to examine academics' views on academic synergy. Academic synergy can be defined as the process by which two or more academics work together to achieve more than what they can individually. This study focuses on how academics can combine their knowledge and experience to achieve more efficiency/work (publications, articles, papers, projects, etc.) with the same effort they would spend alone. It is designed as a case study, applying a qualitative research method. The interviews were conducted with 21 academic staff members working at a public university. The results ind

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Allison, Juliann Emmons. "Composing a Life in Twenty-first Century Academe: Reflections on a Mother's Challenge." NWSA Journal 19, no. 3 (2007): 23–46. http://dx.doi.org/10.1353/ff.2007.a224742.

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Faculty women who are mothers experience overwhelming pressures associated with meeting their institutions' standards for tenure and fulfilling their responsibilities as parents. In this article, I draw on personal experience and scholarly debate to demonstrate that while many academic institutions have made considerable progress in accommodating academic parents' practical concerns—i.e., accessibility to quality childcare and reduced time for teaching and research—they still fail to recognize how thoroughly motherhood can alter a female academic's career. I argue that the psychological adjust

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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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Fasanmi, Success Ayodeji, and Sadi Seyama. "The Social Harms of Academics’ Abuse in Nigerian Universities: Failed Ethical Leadership." Studies in Learning and Teaching 4, no. 3 (2023): 644–55. http://dx.doi.org/10.46627/silet.v4i3.336.

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Universities are higher institutions where a high level of manpower training is provided for the development of the total man. At the centre of this is the role of members of the academics. The three core function of the academic staff is teaching, research and service. Over the years, there have been cases of abuse of academics in Nigerian universities which has been a source of concern to relevant stakeholders. Abuse of Academics is any form of unethical treatment given to university academics in the course of discharging their duties. The study argues that the abuse of academic staff is an

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Abedalqader, Husain, and Samir Abuznaid. "Organizational Justice and its Relationship to Organizational Commitment in Palestinian Universities." Randwick International of Social Science Journal 3, no. 4 (2022): 923–40. http://dx.doi.org/10.47175/rissj.v3i4.569.

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The study aimed to identify organizational justice and its relationship to organizational commitment of academics in Palestinian universities. The descriptive analytical approach was used, and a questionnaire was developed for the purpose of the study. The population consisted of all academics (826) at the universities of Hebron and Jerusalem, from which a random sample of 130 employees was taken. The results indicate that academics enjoy their vacations freely, that top administration delegates them some responsibilities, that university administration evaluates academics fairly and equally a

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Ellis, Bronwyn, Janet Sawyer, Maureen Dollard, and Dianne Boxall. "Working As Rural Academics." Australian and International Journal of Rural Education 12, no. 1 (2002): 43–50. http://dx.doi.org/10.47381/aijre.v12i1.482.

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The work of academics in rural or regional campuses is distinguished in various ways from that of their metropolitan colleagues. From this difference can come inside some benefit to their institution, their discipline and academia in general. The networks formed by such academics can also play a part in regional development initiatives. While academics have often studied various rural and regional occupational groups, they have much less frequently focus upon themselves as rural workers in academia. The study conducted by a team of academics from regional campuses of two metropolitan based uni

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Guthrie, James, Elaine Evans, and Roger Burritt. "Australian accounting academics: challenges and possibilities." Meditari Accountancy Research 22, no. 1 (2014): 20–37. http://dx.doi.org/10.1108/medar-09-2013-0038.

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Purpose – The purpose of this paper is to provide a thought-provoking, attention-directing diegesis about the quality of the experience for those working as academic accounting scholars. Design/methodology/approach – Using storytelling by the authors as narrators and a literature review, this paper examines challenges to, and possibilities for, accounting academics. Findings – The study reveals a number of possibilities for the sustainability of the accounting academy in Australia, all of which rely on the symbiotic relations between the three elements of the profession – practitioners, policy

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Badley, Graham Francis. "Why and How Academics Write." Qualitative Inquiry 26, no. 3-4 (2018): 247–56. http://dx.doi.org/10.1177/1077800418810722.

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Academics are often criticized for their poor or rotten writing. In this essay, I look first at several ways in which academic writing may be regarded as, for example, obscure and turgid. Second, I discuss reasons why, despite such criticism, academics persevere with their writing. Third, I outline a number of approaches to the how of academic writing as a daily practice. Finally, I present my playful yet serious efforts to confront the hows and whys of academic (and post-academic) writing as an important human and social practice.

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SELESHO, JACOB. "The impact of programme accreditation in a transformed higher education institution." Journal of Quality in Education 4, no. 4Bis (2013): 17. http://dx.doi.org/10.37870/joqie.v1i1.121.

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The perception held by academic staff of programme re-accreditation has been a major problem in South African Higher Education Institutions. Academics are concerned about the influence of the government in their daily operation, while the government claims that they want to be accountable to the public for money spent on Higher Education. To a large extent, academics believe that the role of the government amounts to interfering rather than being accountable and that the academic freedom of academics has been violated. The participants of the study were academics from the School of Teacher Edu

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SELESHO, JACOB. "The impact of programme accreditation in a transformed higher education institution." Journal of Quality in Education 4, no. 4Bis (2013): 17. http://dx.doi.org/10.37870/joqie.v4i4bis.121.

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The perception held by academic staff of programme re-accreditation has been a major problem in South African Higher Education Institutions. Academics are concerned about the influence of the government in their daily operation, while the government claims that they want to be accountable to the public for money spent on Higher Education. To a large extent, academics believe that the role of the government amounts to interfering rather than being accountable and that the academic freedom of academics has been violated. The participants of the study were academics from the School of Teacher Edu

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Newson, Janice, and Claire Polster. "Reclaiming Our Centre." Science & Technology Studies 14, no. 1 (2001): 55–75. http://dx.doi.org/10.23987/sts.55141.

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In recent years, the autonomy of academics in many countries has been progressively undermined by a number of local, national and international developments. The purpose of this paper is to reveal how academic autonomy is being infringed. It aims also to critique the ways in which academics have been responding – both individually and collectively – to these infringements. Specifically, we argue that the ways in which academics have been defending against the erosion of their autonomy actually serves to further advance this process. We attribute this paradox to academics’ impoverished concepti

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Davey, Todd, and Victoria Galan-Muros. "Understanding entrepreneurial academics ‐ how they perceive their environment differently." Journal of Management Development 39, no. 5 (2020): 599–617. http://dx.doi.org/10.1108/jmd-09-2019-0392.

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PurposeAcademic entrepreneurship is seen as a pathway for universities to create value from their knowledge. However, there has been a lack of clarity about what activities constitute academic entrepreneurship, the different type of entrepreneurial academics and how their perceptions of their environment relate to their engagement.Design/methodology/approachDrawing on a large data set of 10,836 responses across 33 countries, the empirical study investigates European academics who undertake four academic entrepreneurship activities (spin-out creation, commercialisation of R&D results, joint

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Dakhil, Zainab Atiyah, Moatamn Skuk, and May Al-Jorani. "Challenges faced by Iraqi academics in career advancement and promotion." Learning and Teaching 17, no. 1 (2024): 107–21. http://dx.doi.org/10.3167/latiss.2024.170106.

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Abstract Considering the lack of data from Iraq on the challenges faced by academics regarding academic advancement, we aimed to explore the main challenges faced by academic faculty members in Iraq in achieving academic advancement and promotion. A cross sectional 24-item Google form survey was shared via social media; 130 Iraqi academics responded. Lack of research funding and poor research infrastructure were the most common barriers for academic advancement. Most academics agreed that the cost of promotion requirements is considered a lot compared to their income. This is the first study t

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Jiang, Qinxu, Hugo Horta, and Mantak Yuen. "Factors related to university teaching that influence academic success of international medical students in China." F1000Research 11 (August 4, 2022): 894. http://dx.doi.org/10.12688/f1000research.123281.1.

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Background: Academic success of international medical students enrolled in Chinese universities is of great significance, because it directly influences their performance in the license exam and in obtaining a job. Insufficient research has been conducted on academics’ awareness of factors related to teaching that affect their students’ academic success. Methods: Semi-structured interviews were conducted with academics (N=36) from November 2020 to January 2021 at two medical universities in China. Each interview, lasting between 30 to 70-min, was audiotaped, transcribed verbatim and analyzed u

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Zhao, Zhiyan, and Zhi Chen. "The Effect of University Context on Academics' Engagement with Industry." SHS Web of Conferences 96 (2021): 02006. http://dx.doi.org/10.1051/shsconf/20219602006.

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Drawing on the theory of planned behavior, this study investigates the impact of academics' perception of university context on their engagement with industry via the mediation of academics' intention to industrial collaborations. The third mission and supportive policy were put forward as two university influence factors. From analysis results of 564 questionnaire responses, we found that academics' perception of university context had significant effect on academic engagement. In addition, the relationship between university mission, supportive policy and academics' industrial engagement wer

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