Log in

Relevant bibliographies by topics / New academics

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'New academics'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'New academics.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "New academics"

1

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.

Full text

Abstract:

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 discussion extends to unpacking the impacts of the transnational mobility of academics in relation to institutional affiliation and academic status and profile. These issues are emphasised because they are major academic issues of transnational academics. From these perspectives, mobile academics have gained benefits but sometimes also faced challenges.

APA, Harvard, Vancouver, ISO, and other styles

2

Malhotra, Naveen. "ISA academics – A new era." Indian Journal of Anaesthesia 64, no. 1 (2020): 9. http://dx.doi.org/10.4103/ija.ija_954_19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Palmer, John, and Charles Brittain. "The New Academy's Appeals to the Presocratics." Phronesis 46, no. 1 (2001): 38–72. http://dx.doi.org/10.1163/15685280151091341.

Full text

Abstract:

AbstractMembers of the New Academy presented their sceptical position as the culmination of a progressive development in the history of philosophy, which began when certain Presocratics started to reflect on the epistemic status of their theoretical claims concerning the natures of things. The Academics' dogmatic opponents accused them of misrepresenting the early philosophers in an illegitimate attempt to claim respectable precedents for their dangerous position. The ensuing debate over the extent to which some form of scepticism might properly be attributed to the Presocratics is reflected in various passages in Cicero's Academica. In this essay, we try to get clearer about the precise nature of the Academics' historical claim and their view of the general lesson to be learned from reflection on the history of philosophy down to their own time. The Academics saw the Presocratics as providing some kind of support for the thesis that things are non-cognitive, or, more specifically, that neither the senses nor reason furnishes a criterion of truth. As this view is susceptible to both 'dialectical' and non-dialectical readings, we consider the prospects for each. We also examine the evidence for the varied functions both of the Academics' specific appeals to individual Presocratics and of their collections of the Presocratics' divergent opinions. What emerges is a better understanding of why the Academics were concerned with claiming the Presocratics as sceptical ancestors and of the precise manner in which they advanced this claim.

APA, Harvard, Vancouver, ISO, and other styles

4

Mohan, Adith, Adam Bayes, Perminder S. Sachdev, Gordon Parker, and Philip B. Mitchell. "Junior clinical academic psychiatrists in Australia: The University of New South Wales initiative." Australasian Psychiatry 27, no. 3 (2018): 241–44. http://dx.doi.org/10.1177/1039856218819135.

Full text

Abstract:

Objective: We examined current pathways of training for junior clinical academic psychiatrists in Australia. An initiative of the School of Psychiatry, University of New South Wales, is described from the perspective of two junior clinical academics. Conclusions: Australia has limited defined clinical academic pathways for psychiatrists when compared internationally. Numerous challenges for junior psychiatrists entering academia include tensions between clinical and academic roles, reduced remuneration, difficulty building a competitive track record and a scarcity of funding. Potential solutions lie with universities and local health districts partnering to fund clinical academic roles and offering flexible entry points across specialty training. Fostering research engagement in junior psychiatrists will develop the next generation of clinical academics with benefit for clinical and academic domains.

APA, Harvard, Vancouver, ISO, and other styles

5

Anderson, Gary, Nakia M. Gray-Nicolas, and Madison Payton. "Education faculty as knowledge brokers: Competing for access to New York State print media and policy influence." education policy analysis archives 29 (February 1, 2021): 12. http://dx.doi.org/10.14507/epaa.29.5648.

Full text

Abstract:

In an environment in which new policy entrepreneurs and networks are influencing policy and public opinion, many university faculty are increasingly seeking ways to mobilize knowledge beyond academic conferences and journals. Using New York state as a case, we searched Access World News to compare the level of media access of academics with other knowledge brokering organizations (KBOs; e.g. think tanks, teachers’ unions, advocacy organizations, etc.). Our data shows relatively low levels of access for academics and provides profiles of those academics with high levels of access and what we might learn from them. We provide a discussion of the strategies of those academics who are successful at accessing the media and how disinvestment by the state from higher education and current incentive systems make it more difficult for academics to engage in knowledge mobilization beyond universities.

APA, Harvard, Vancouver, ISO, and other styles

6

Hellemans, A. "Academics Give New Government a Jolt." Science 265, no. 5176 (1994): 1168. http://dx.doi.org/10.1126/science.265.5176.1168.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Smith, Karen, and Scott Fernie. "Exposing new academics through action research?" International Journal for Academic Development 15, no. 1 (2010): 85–87. http://dx.doi.org/10.1080/13601440903529950.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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 delivery, while the Faculty contexts and cultures that Sessional Academics work within are diverse, and the need for support unfolds in ad-hoc and often unpredictable ways. In this paper we present the Sessional Academic Success (SAS) program – a new framework that complements and extends the central academic development program for Sessional Academics at Queensland University of Technology. This program recognizes that experienced Sessional Academics have much to contribute to the advancement of learning and teaching, and harnesses their expertise to provide school-based academic development opportunities, peer-to-peer support, and locally contextualized community building. We describe the program’s implementation and explain how Sessional Academic Success Advisors (SASAs) are employed, trained and supported to provide advice and mentorship and, through a co-design methodology, to develop local development opportunities and communities of teaching practice within their schools. Besides anticipated benefits to new Sessional Academics in terms of timely and contextual support and improved sense of belonging, we explain how SAS provides a pathway for building leadership capacity and academic advancement for experienced Sessional Academics. We take a collaborative, dialogic and reflective practice approach to this paper, interlacing insights from the Associate Director, Academic: Sessional Development who designed the program, and two Sessional Academic Success Advisors who have piloted it within their schools.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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 used a mixed-research method to investigate Chinese HSS academics’ perceptions of this innovative strategic plan across different types of universities, academics’ ranks and locations of academic training. Findings showed that these three variables have significant influences on Chinese academics’ perceptions in research publications, research policy understandings and academic promotion strategies.

APA, Harvard, Vancouver, ISO, and other styles

10

Kedraka, Katerina, and Georgia Rotidi. "University Pedagogy: A New Culture is Emerging in Greek Higher Education." International Journal of Higher Education 6, no. 3 (2017): 147. http://dx.doi.org/10.5430/ijhe.v6n3p147.

Full text

Abstract:

The aim of this paper is to highlight University Pedagogy as a field that focuses on academics’ teaching role in Greek higher education. EU has recognized the need of improvement of the teaching skills of academics and urges the member states to recognize them as an important element of their professional profile. Only recently academics in Greece have launched the debate on innovative teaching and learning methods and practices. A Symposium that took place in 2016 and a significant empirical research are presented, because they are considered to mark the beginning of an emerging university culture, which incorporates the concern on teaching and learning excellence within higher education approaches in our country. The results of these initiatives indicate that critical self-reflection on teaching can lead to the transformation and to the adoption of alternative teaching practices, since the critically reflective process is a crucial point for the enhancement of an academic’s pedagogical, curricular and instructional knowledge.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "New academics"

1

Fitzmaurice, Marian. "On New Ground : Narratives of Early Career Academics." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Duckett, Hilary. "Reconstructing leadership : the perspectives of academics at a new university." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421849.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Davis, Carole. "Developing academics for the future : new thinking on teaching observations." Thesis, Middlesex University, 2014. http://eprints.mdx.ac.uk/13796/.

Full text

Abstract:

This project explored how the teaching observation experience informs the professional practice of an educational developer. By researching teaching activity and dialogic interaction within the context of teaching observation feedback, a theoretical framework was developed. I was both subject and researcher and perceived myself as an agent of change who sought to improve her own professional practice. The intention was not to generalize the findings to a larger population, but to explore through contextual description and analysis what was happening in my own organization and how I might improve this. Ten academics in Engineering and Computing Sciences were observed by me, teaching on three separate occasions over the course of one semester. The post-teaching observation feedback and learning conversations were recorded and analysed with additional data provided by field notes and journal entries that I made as the practitioner researcher. Teaching observation events provided the context of a safe space where essential conversations could take place, along with a critical exploration of the subjective experience of the participants. Findings showed a complex and expansive range of teaching activities, revealed by teaching observation and later discussed in learning conversations between each participant and me. The research is strongly grounded in the participants’ experiences and highlights the tensions and shortcomings of current teaching observation practices. The findings especially challenge the notion that teaching observations can be used as both an appraisal tool and for developmental purposes. The paper concludes by suggesting a theoretical framework for effective teaching observation practice.

APA, Harvard, Vancouver, ISO, and other styles

4

Tam, Barbara. "The development of teaching skills for new academics in higher education in Hong Kong." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723460.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Johnson, Janice V. "Impact of racism and new managerialism on black female academics in English post-1992 universities." Thesis, University of Bedfordshire, 2016. http://hdl.handle.net/10547/622485.

Full text

Abstract:

This thesis focused on the impact of racism and new managerialism on Black female academics in English post-1992 universities. The study explored the extent to which the changing environment of higher education institutions (HEIs) and the ethos and practice of new managerialism had affected the professional lives of Black academic females and how the consequences of new managerialism were being experienced in their daily academic lives. Semi-structured interviews were used to obtain qualitative data about the experiences of seventeen African and Caribbean participants in English post-1992 universities, mainly from business schools or health and social-sciences faculties. The critical race theory conceptual framework was used as an analytical and interpretive structure for understanding their experiences. The findings revealed that new managerialism changes contributed to increased levels of racism encountered by these Black female academics. Racism was endemic and embedded within their HEIs and demonstrated in overt and subtle ways, using micro-aggressions, micro-politics and varying agents, ensuring that racism remained rooted and positioned at different levels. Race was more prevalent in these women’s’ experiences than they had expected. The study discovered that these Black female academics perceived their progression and development as being negatively affected because of new managerialism practices and the inability of their respective HEIs to formulate and implement effective policies of equality and diversity. The HEIs’ neo-liberal policies of fairness, neutrality and meritocracy were experienced as rhetoric rather than practice and as not beneficial to those needing protection. The findings suggest that HEIs and human resource (HR) departments need more effective equality and diversity policies which incorporate a community diversity mind-set, influenced by the ethical codes of their professional HR body. There is also a need for HEI staff across all ethnic groups to be engaged in conversation, information-sharing and communication about racial issues so that Black female academic racialised work experiences can be improved.

APA, Harvard, Vancouver, ISO, and other styles

6

Simons, Abigail. "A systematic review of literature reporting on the strategies/interventions addressing research capacity building in new academics." University of the Western Cape, 2014. http://hdl.handle.net/11394/4184.

Full text

Abstract:

Magister Artium (Psychology) - MA(Psych)<br>It is often assumed that postgraduate students and neophyte academics have the capacity to conduct research independently. Thus, upon qualification, it is expected of postgraduate students and academics to conduct research independently, publish their findings, meet publication targets and to supervise student research towards completion. However, the transition from postgraduate student or clinician to academia is considered very challenging as they are often not prepared for the multiple changes they will embark on upon entry into the Higher Education sector. As a result, various programmes and frameworks have been introduced to assist new academics in enhancing their research capacity. Such strategies included but were not limited to, writing retreats, peer monitoring, and dedicated time. However, these interventions reported on in literature are from primary sources and fail to comment on either the methodological rigour or the quality of the studies investigating these interventions. Thus there exists a gap in the literature for filtered information that has been systematically evaluated for methodological rigour and coherence. The present study aimed to establish an empirical base (filtered evidence) of literature reporting on strategies or interventions aimed at addressing research productivity in new academics. The study incorporated a systematic review methodology to identify appropriate literature for inclusion, evaluate literature for methodological quality and provide a meta-synthesis of the findings of included studies. The review considered studies, reporting on strategies or interventions with new academics during the period of 2000-2013. The review was conducted along three levels. Firstly, identification of potential titles, whereby keywords were combined and a comprehensive search of databases available at the University of the Western Cape library was initiated. Published research was also retrieved through mining the reference list of all included reports and articles. Secondly, a pair of reviewers worked together by screening the abstracts which were retrieved based on the titles identified, and thirdly, the abstracts that were successfully screened moved forward to full text reading. These studies were evaluated for methodological quality using the critical appraisal tool. Eligibility for inclusion was determined by a threshold score of 61%. As a result, the title search yielded a search result of 755, from these only 63 titles were selected for possible inclusion. The abstract screening resulted in the exclusion of 35 articles and 28 were included. After the critical appraisal, 15 articles were excluded. The findings of the present study revealed that there is good quality research on research capacity building for neophyte academics, as assessed on methodological rigour and coherence. Seven articles attained the threshold score (61% and above) for inclusion in the final summation and meta-synthesis. Evidence suggested that there are various interventions which have been implemented successfully to enhance research capacity building. The meta-synthesis revealed four core approaches to developing research capacity, namely mentoring approaches, theoretical formulations, research/evidence-based investigation as well as a multidimensional and integrated approaches. These approaches were aimed at bridging that gap between research and teaching and developing competent researchers. The core feature that emerged from these approaches was that successful or effective strategies have to include numerous components such as individual characteristics (motivation), effective leaders and institutional characteristics (rewards, incentives and resources). It was found that these components were integrated and often reciprocally influencing. Ethics clearance was obtained from the relevant committees at UWC. Furthermore, plagiarism and collaboration was taken into account as this study forms part of a larger project.

APA, Harvard, Vancouver, ISO, and other styles

7

Wilkinson, Mark. "Exploration into the strategic role of designers and academics in shaping collaborative new product development across supply chains : towards a new methodology." Thesis, University of East London, 2000. http://roar.uel.ac.uk/685/.

Full text

Abstract:

This investigation starts from the hypothesis that a new approach to new product development is required to meet the future requirements and expectations of customers and consumers and product and service providers. The investigation focuses upon domestic food refrigeration and its position within the retail food supply chain, with the domestic refrigerator as an example of a mature product, the future development of which, it is argued, may depend upon a new approach to new product development. A review of established and emerging new product development strategies suggests that such future requirements might be met through collaboration between organisations from different industrial sectors and across supply chains, and that existing strategies would not support such collaborations. A new methodology, Collaborative Envisioning is proposed which engages the business of academia and the tools of the designer to facilitate multidisciplinary trans-sectoral collaboration. It is further proposed that a demonstration project, Beyond the Fridge, is the most effective test for the methodology. Key participants in Beyond the Fridge are Sainsbury's, Electrolux, 3M, University College Northampton and University of East London. Results from Beyond the Fridge suggest that the Collaborative Envisioning methodology is effective in bringing together partners from different industrial sectors and uniting them around a shared and mutually supported vision of future business. However, the low start-up cost and high level of concept realisation inherent in the methodology have led to some overestimation of the tactical deliverables from an essentially strategic process. In the light of Beyond the Fridge it is recommended that structures are established at the initiation of a Collaborative Envisioning project so that tactical solutions which may be derived from the strategic objective are differentiated and separately funded from the core project. The reflection upon Beyond the Fridge, and the recommendations for future work derived from it, is followed by reviews of evolving consumer demographics and perceptions of food storage and preparation in the home, and recent initiatives to integrate new technologies into domestic and personal products, thus establishing the historical and social context for Beyond the Fridge.

APA, Harvard, Vancouver, ISO, and other styles

8

Brown, Vanessa Jane Kathleen. "How university academics respond to the introduction of new quality policies in South African higher education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24941.

Full text

Abstract:

This study explores the consequences for a historically black university (HBU) of the South African state’s focus on routine and strategic quality evaluation within a policy framework that views higher education as a lever for social change and economic development. It analyses the changing nature of academic work and probes the motivations and understandings of institutional managers and academics in an attempt to explain their responses to policy requirements. The theory of the Evaluative State is employed to examine the nature and consequences of overzealous responsiveness by a historically black university in transition in South Africa. It suggests that the changing relationship between state and university is characterised by contradictions and ambivalence, a result of the interplay between a strong sense of loyalty to the state on the one hand and a recognition of the failure of the state to recognise and reward achievements valued by the HBU. This study suggests that state steering, through the use of output evaluation and efficiency-directed performance indicators, has resulted in failure to achieve central policy goals of development, equity and social justice. The study is guided by one main research question: How do academics in a historically black South African university in transition engage with and implement internal and external quality assurance processes and policies? The literature review reveals significant gaps in understanding the consequences of the rise of the Evaluative State in higher education. A major limitation has been a lack of focus on higher education systems in developing countries and on the consequences of imposing neo-liberal frameworks upon local realities which require redress to remedy historically constructed economic and social disadvantage. The descriptions of academics and institutional managers that emerge in this study highlight stark differences between the two groups in perceptions of and approaches to quality improvement and university work. Significantly, institutional history, context and mission emerge as strong factors shaping academics’ and managers’ responses to change, factors that have largely been disregarded by state policy which focuses more on output achievement than on input variables.<br>Thesis (PhD)--University of Pretoria, 2012.<br>Education Management and Policy Studies<br>unrestricted

APA, Harvard, Vancouver, ISO, and other styles

9

Ashcroft, Craig, and n/a. "Academics� experiences of Performance-Based Research Funding (PBRF) : governmentality and subjection." University of Otago. Faculty of Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070125.162438.

Full text

Abstract:

In 2002 New Zealand�s government set out to "accelerate" the nation�s "transformation into a knowledge society" (Ministry of Education, 2002a, p. 16). Underpinning the development of this so-called 'knowledge society' was a new approach in the way tertiary education was funded. This included introducing a new contestable model of research funding called Performance-Based Research Funding (PBRF). The research reported here was conducted at a critical juncture in the ongoing development and implementation of PBRF because it captures the experiences of fifteen academics as they encounter PBRF and the Quality Evaluation exercise for the first time. Their experiences of the inaugural 2003 Quality Evaluation exercise were examined using a discourse analysis approach informed by Michel Foucault�s (1926-1984) ideas of 'subjection' and 'governmentality'. 'Subjection' occurs when individuals shape their identities by responding to the multiple discourses that are available to them at any particular time and within any historical context (Foucault, 1969). 'Governmentality' refers to a particular instrument, technique or activity that guides and shapes conduct by producing a compliant human subject capable of supporting the interests and objectives of the state (Foucault, 1994a). In the case of academics this might mean conforming to PBRF policies and practices and participating in the development and transformation of a new 'knowledge society'. In this thesis I examine the potential for PBRF to reshape and redirect the nature of research and suggest that some assessment elements of the 2003 Quality Evaluation were flawed and, as a result, a number of participants in this study were now making decisions about their research that appeared contrary to their best interests. I also investigate PBRF as a field of compliance and argue that the Quality Evaluation exercise represents a technology of government that targets the activities and practices of New Zealand�s research academics with the effect of manifesting a more docile and compliant academic subject. I then question PBRF�s impact on the career aspirations and opportunities of academics and claim that the PBRF Quality Evaluation framework has already shifted from being a mechanism for distributing funds for research to one that identifies and rewards the most 'talented' researchers via institutional appointments and promotions. Finally, I interrogate the pursuit and practice of academic freedom and argue that as a consequence of PBRF, a number of participants in this study have positioned themselves in ways that could diminish and constrain their traditional rights to academic freedom. PBRF has the potential to locate academics within a new status-driven hierarchy of professional validation whereby the Quality Evaluation exercise will purportedly measure, evaluate and reward the most 'talented' researchers and the 'best' research. In this thesis I argue that the PBRF Quality Evaluation framework operates as a form of disciplinary power exercised as part of an international trend of intensifying audit and assessment practices in higher education. In this sense, I claim that PBRF exists as an instrument of governmentality capable of constituting a new type of academic subject by significantly shifting the way academics will have to think and conduct their professional selves in relation to their work and research.

APA, Harvard, Vancouver, ISO, and other styles

10

Behari-Leak, Kasturi. "Conditions enabling or constraining the exercise of agency among new academics in higher education, conducive to the social inclusion of students." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020295.

Full text

Abstract:

This study, which is part of a National Research Foundation project on Social Inclusion in Higher Education (HE), focuses on the exercise of agency among new academics, conducive to the social inclusion of students. Transitioning from varied entry points into higher education, new academics face numerous challenges as they embed themselves in disciplinary and institutional contexts. Given the complexity and contested nature of the current higher education landscape, new academics are especially vulnerable. Using Roy Bhaskar’s critical realism as meta-theoretical framing and Margaret Archer’s social realist theory, with its methodological focus on analytical dualism and morphogenesis, this study offers a social realist account of how new academics engage with enabling and constraining conditions at institutional, faculty, departmental and classroom levels. Through an analysis of six individual narratives of mediation, this study explicates and exemplifies the range of agential choices exercised by new academics to mediate their contested spaces. A nuanced social and critical account of the material, ideational and agential conditions in HE shows that the courses of action taken by these new academics are driven through their concerns, commitments and projects in higher education. Yet, despite the university’s espousal of embracing change, the current induction and transition of new academics is inadequate to the task of transformation in higher education. Systemic conditions in HE, conducive to critical agency and social justice, are not enabling. Bhaskar’s Seven Scalar Being, used as an analytical frame and heuristic, guides the cross-case analysis of the six narratives across seven levels of ontology. The findings highlight that, despite difficult contextual influences, the positive exercise of agency is a marked feature of new participants in HE in this study. This has immediate implications for ways in which professional and academic development, and disciplinary and departmental programmes, could create and sustain conducive conditions for the professionalisation of new academics through more sensitised practices. Using alternative research methods such as photovoice to generate its data, this doctoral study proposes that new research methodologies, located in the third space, are needed now more than ever in HE sociological research, to recognise the researcher and the research participants as independent, autonomous and causally efficacious beings. To this end, this study includes a Chapter Zero, which captures the narrative of the doctoral scholar as researcher, who, shaped and influenced by established doctoral practices and traditions in the field, exercises her own doctoral agency in particular ways.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "New academics"

1

Trowler, Paul. Academics responding to change: New higher education frameworks and academic cultures. Society for Research into Higher Education & Open University Press, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Sutherland, Kathryn A. Early Career Academics in New Zealand: Challenges and Prospects in Comparative Perspective. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61830-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Centre for Higher Education Transformation, ed. Implications of the new higher education framework: Redress, cost of failure, benchmarking, steering, next generation of academics. Centre for Higher Education Transformation, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

A new academic marketplace. Greenwood Press, 1988.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Rice, R. Eugene. Heeding new voices: Academic careers for a new generation. Forum on Faculty Roles & Rewards, American Association for Higher Education, 2000.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Kahlert, Heike, ed. Gender Studies and the New Academic Governance. Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-19853-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Kehm, Barbara M., and Ulrich Teichler, eds. The Academic Profession in Europe: New Tasks and New Challenges. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4614-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Thomas, David G., ed. The Academic Ecosystem: Issues Emerging in a University Environment. Doc45 Publishing, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

W, Thomas Gerald. The academic ecosystem: Issues emerging in a university environment. G.W. Thomas, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

An Academic Life: A Handbook for New Academics. ACER Press, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "New academics"

1

Ginther, Donna K., Shulamit Kahn, and Jessica McCloskey. "Gender and Academics." In The New Palgrave Dictionary of Economics. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_3039.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ginther, Donna K., Shulamit Kahn, and Jessica McCloskey. "Gender and Academics." In The New Palgrave Dictionary of Economics. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-349-95121-5_3039-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Mzezewa, Sinikiwe. "New Generation of Academics Programme." In Encyclopedia of Sustainable Management. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02006-4_926-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Costa, Cristtna. "Academics Online: Fighting for a New Habitus." In Bourdieu, Habitus and Social Research. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137496928_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Jung, Jisun, René Kooij, and Ulrich Teichler. "Internationalization and the New Generation of Academics." In The Internationalization of the Academy. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7278-6_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Sutherland, Kathryn A. "Who Are New Zealand’s Early Career Academics?" In Early Career Academics in New Zealand: Challenges and Prospects in Comparative Perspective. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61830-2_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Animitsa, Yevgeny, Natalia Novikova, and Yury Klyuev. "Leadership, Economic Growth, and the New Industrialization." In Sustainable Leadership for Entrepreneurs and Academics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15495-0_48.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Hyde, Abbey, Marie Clarke, and Jonathan Drennan. "The Changing Role of Academics and the Rise of Managerialism." In The Academic Profession in Europe: New Tasks and New Challenges. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4614-5_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Kensington-Miller, Barbara. "Catalyst: Developing a Community of Practice for Supporting New Academics." In Communities of Practice. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2879-3_22.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Sutherland, Kathryn A. "The Changing Academic Profession in New Zealand Universities." In Early Career Academics in New Zealand: Challenges and Prospects in Comparative Perspective. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61830-2_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "New academics"

1

"SESinNZ: reconnecting Academics and Practitioners." In Sport and Exercise Science New Zealand Annual Conference 2017. The Journal of Sport and Exercise Science, 2017. http://dx.doi.org/10.36905/jses.2017.01.01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

"SESinNZ: reconnecting Academics and Practitioners." In Sport and Exercise Science New Zealand Annual Conference 2017. The Journal of Sport and Exercise Science, 2019. http://dx.doi.org/10.36905/jses.2019.0001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Zengeya, Theressa Madzingesu, Gregory Alexander, and Desiree Pearl Larey. "CONSIDERATIONS OF TALENT MANAGEMENT IN RETENTION OF ACADEMICS IN THE NATIONAL UNIVERSITY OF LESOTHO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end127.

Full text

Abstract:

The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It isthreatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu’s social theory and Adam’s theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu’s theory was used to offer insight on the various forms of capital, and how the capitals could be instrumental in the design and implementation of talent management practices in order to increase retention of talent in universities. In this study ‘talent’ is used to refer to holders of doctorates, associate professors and professors or researchers of new information and theories and inventors of new technology with great potential to make a significant impact on the university’s productivity. A literature review was undertaken to examine how the social theory of Bourdieu, particularly the conversion of different kinds of capital (symbolic capital) are used by the university to recognise the value of talented academics in order to retain these academics. Following a qualitative methodology and purposive sampling, data was generated through semi-structured interviews and document analysis to advance a critical and interpretive understanding of the perspectives of talent management from both management and talented academics in the university. Thematic analysis was used to synthesise the data. The data from fourteen (14) participants composed of management and academics revealed that, though the university is implementing talent management practices, it does not have an official and structured talent management program, which is imperative in retaining academics. This study concludes by advocating the design and implementation of a formal, contextual and structured talent management framework, in consultation with all key stakeholders, in order to increase retention of talent academics in the National University of Lesotho.

APA, Harvard, Vancouver, ISO, and other styles

4

Buchanan, Renay. "Moving and Growing Together - Delivering Education in the New Millennium." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2447.

Full text

Abstract:

This paper describes the challenges experienced by Academics and Instructional Designers when creating quality, innovative and accessible educational materials for the University sector in 2001 and beyond. These two roles, which play a crucial part in the development and delivery of the new educational experience, are vital to the success of the student and ultimately, the University. Are we exploiting these roles to their full potential? It is currently the trend to place the burden of the instructional design, along with the plethora of other tasks, on the academic due to the lack of investment in instructional design and teamwork. Is the demand to create fast, easy and inexpensive courses now resting predominantly on academics when their main role should be as a content expert and not instructional designer? Are we getting it right? Can we do it better?

APA, Harvard, Vancouver, ISO, and other styles

5

Strydom, Kariena. "DIVERSITY CHALLENGES FOR FEMALE ACADEMICS IN SOUTH AFRICA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0683.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Carvalho, Teresa, Sónia Cardoso, and João Marques. "WHO IS WHO? PUBLICATION PROFILES OF PORTUGUESE ACADEMICS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0635.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Cusack, Tara, Nicola Mountford, Minna Isomursu, Guido Giunti Garcia, Dimitris Filos, and Ioanna Chouvarda. "INTERDISCIPLINARY AND INTERSECTORAL DOCTORAL EDUCATION DESIGNED TO IMPROVE GRADUATE EMPLOYABILITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end136.

Full text

Abstract:

Typically, less than half of doctoral graduates will be employed in academia immediately after graduation, with less than 10%-15% achieving a long-term academic career. This leaves 85-90% of PhD graduates seeking employment outside the academic setting, for example in industry and government. The objective of the CHAMELEONS study (CHampioning A Multi-sectoral Education and Learning Experience to Open New pathways for doctoral Students) is to develop innovative educational interventions that shape more adaptable, entrepreneurial, and employable graduates, ready to meet the challenges of the future. Stakeholders from the connected health industry, clinical care, charities, patients, patient representatives, government, recent doctoral graduates, and academics were invited to participate in a “World Café” participatory method for collecting qualitative data. Owing to the COVID-19 health situation this took place via Zoom. Analysis of the results revealed 4 key learning objectives for doctoral graduates to: 1. Develop networking and communication skills. 2. Understand user centred research design. 3. Market research capacity and research skills. 4. Build an understanding of themselves and others. This led to the development of three bespoke doctoral modules: 1. Forging relationships: Building and Sustaining your Doctoral Network; 2. Managing the Project: Keeping on Track with an Eye to the future; Module 3: Starting your Career: Future Proofing your Career and Getting a Job. These modules are available to doctoral students across five European Universities.

APA, Harvard, Vancouver, ISO, and other styles

8

Subirana, Brian, Aikaterini Bagiati, and Sanjay Sarma. "ON THE FORGETTING OF COLLEGE ACADEMICS: AT "EBBINGHAUS SPEED"?" In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0672.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Kimmitt, Patrick. "GAMIFICATION IN HIGHER EDUCATION – STUDENTS AND ACADEMICS INTEREST IN GAMING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2258.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Sepúlveda-Páez, Geraldy, and Carmen Araneda-Guirriman. "WOMEN FACULTY AND SCIENTIFIC PRODUCTIVITY IN LATIN AMERICAN CONTEXT: EVIDENCE FROM CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end026.

Full text

Abstract:

Since the 19th century, the position of women in the context of higher education has undergone multiple changes, although their incorporation has not been a simple or homogeneous task. Currently, women face new consequential challenges of a globalized world and the notion of market education that characterizes institutions nowadays. One of the great challenges is related to the under-representation of women in senior research positions (Aiston and Fo, 2020). In this context, new standards have been established to measure the productivity, quality, and effectiveness of teachers, specifically scientific productivity has been internalized as an indicator of professional progress, the type of publication, its impact, and the citation rates today. They have special relevance, where many times achieving high scientific productivity is very complex for academics who do not access the teaching staff early (Webber and Rogers, 2018). Furthermore, it is very difficult for academic women to maintain high levels of productivity constantly both at work and home (Lipton, 2020). In this sense, the principles that encourage academic productivity increase competition among teachers and reinforce gender inequalitiestogether with a valuation of male professional life (Martínez, 2017). Indeed, the participation of women in sending articles is much lower than their male counterparts (Lerback and Hanson, 2017). Therefore, the present study aims to visualize the participation of Chilean academics in current productivity indices, based on the description of secondary data obtained from the DataCiencia and Scival platforms. The sample consists of 427 people, of which 17.3% were women, with an average of 10 publications for the year 2019. To achieve the objectives, the following strategy was developed: 1) describe and interpret the secondary data obtained during the year 2019 on each of the platforms. 2) Compare the data obtained to national averages and type of institution and gender. Based on the analyzes, the implications of female participation in the number of women observed at the national level and their position in international indicators and new lines of research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "New academics"

1

Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

Full text

Abstract:

The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.

APA, Harvard, Vancouver, ISO, and other styles

2

Klingenstein, Ken. Reconnections: Managing Academic Networks With New Requirements. Internet2, 2005. http://dx.doi.org/10.26869/ti.77.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Foster, Nancy. Designing a New Academic Library from Scratch. Ithaka S+R, 2014. http://dx.doi.org/10.18665/sr.24776.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Dobbie, Will, and Roland Fryer. Exam High Schools and Academic Achievement: Evidence from New York City. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w17286.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Puglisi, John D. Academic Interface at the New University of Florida Water Reclamation Facility. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada252292.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

DaCorta, Joseph A. Evaluation of a New Hospitalist Service at an Academic Medical Center. Defense Technical Information Center, 1999. http://dx.doi.org/10.21236/ada420790.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Cimentada, Jorge. A new perspective on the international achievement gap: is academic autonomy good for everyone? Max Planck Institute for Demographic Research, 2020. http://dx.doi.org/10.4054/mpidr-wp-2020-005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Meadow, Alison, and Gigi Owen. Planning and Evaluating the Societal Impacts of Climate Change Research Projects: A guidebook for natural and physical scientists looking to make a difference. The University of Arizona, 2021. http://dx.doi.org/10.2458/10150.658313.

Full text

Abstract:

As scientists, we aim to generate new knowledge and insights about the world around us. We often measure the impacts of our research by how many times our colleagues reference our work, an indicator that our research has contributed something new and important to our field of study. But how does our research contribute to solving the complex societal and environmental challenges facing our communities and our planet? The goal of this guidebook is to illuminate the path toward greater societal impact, with a particular focus on this work within the natural and physical sciences. We were inspired to create this guidebook after spending a collective 20+ years working in programs dedicated to moving climate science into action. We have seen firsthand how challenging and rewarding the work is. We’ve also seen that this applied, engaged work often goes unrecognized and unrewarded in academia. Projects and programs struggle with the expectation of connecting science with decision making because the skills necessary for this work aren’t taught as part of standard academic training. While this guidebook cannot close all of the gaps between climate science and decision making, we hope it provides our community of impact-driven climate scientists with new perspectives and tools. The guidebook offers tested and proven approaches for planning projects that optimize engagement with societal partners, for identifying new ways of impacting the world beyond academia, and for developing the skills to assess and communicate these impacts to multiple audiences including the general public, colleagues, and elected leaders.

APA, Harvard, Vancouver, ISO, and other styles

9

Chen, Sunny, Emily Schwartz, Cindy Le, and Elizabeth Davidson Pisacreta. Right in Your Backyard: Expanding Local Community College Transfer Pathways to High-Graduation-Rate Institutions. Ithaka S+R, 2021. http://dx.doi.org/10.18665/sr.315695.

Full text

Abstract:

Each year, our country’s most selective four-year institutions invest significant resources to recruit talented high school students from across the country. Before the COVID-19 pandemic, admissions representatives traveled far and wide to convince these prospective students that the academic rigor, amenities, and opportunities at their institution are unparalleled. These students, mostly affluent and white, contemplate admission offers and consider moves to new locales to pursue their postsecondary plans. Yet, many of these selective institutions are overlooking a talented and diverse pool of students in their own backyard: transfer students from local community colleges.

APA, Harvard, Vancouver, ISO, and other styles

10

Flagg, Melissa, and Zachary Arnold. A New Institutional Approach to Research Security in the United States: Defending a Diverse R&D Ecosystem. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/20200051.

Full text

Abstract:

U.S. research security requires trust and collaboration between those conducting R&D and the federal government. Most R&D takes place in the private sector, outside of government authority and control, and researchers are wary of federal government or law enforcement involvement in their work. Despite these challenges, as adversaries work to extract science, technology, data and know-how from the United States, the U.S. government is pursuing an ambitious research security initiative. In order to secure the 78 percent of U.S. R&D funded outside the government, authors Melissa Flagg and Zachary Arnold propose a new, public-private research security clearinghouse, with leadership from academia, business, philanthropy, and government and a presence in the most active R&D hubs across the United States.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!