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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 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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Hellemans, A. "Academics Give New Government a Jolt." Science 265, no. 5176 (1994): 1168. http://dx.doi.org/10.1126/science.265.5176.1168.
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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.
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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 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.
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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 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.
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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.
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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.
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Gaus, Nurdiana, and David Hall. "Neoliberal governance in Indonesian universities: the impact upon academic identity." International Journal of Sociology and Social Policy 35, no. 9/10 (2015): 666–82. http://dx.doi.org/10.1108/ijssp-12-2014-0120.
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Purpose – The purpose of this paper is to understand the under life of Indonesian academics during ongoing implementation of government-driven policy enacted in higher education instititutions in Indonesia. The attention was specifically focused on the new programme of accountability and quality assurance moderated by the implementation of online assessment system to monitor and evaluate the perfromance of lecturers directly and how this system impacted upon the meaning of academic identity perceived by them. Design/methodology/approach – This study was drawn from a qualitative research of case study approach. Semi-structured interviews were utilised to collect data and conducted with 30 academics from three state universities. Findings – This study revealed that academics were grappling to balance their schism between keeping their existing identity tenable and excercising new prescribed roles from external environment. However, academics were still able to practice their preceived identity through their principled personal project that legitimate them to become academics and pursue their success rather than use instrumental means. Practical implications – The results of this study will be expected to contribute to a better understanding on the dynamics of academics’ world as it is encountered against government-driven policy, and provide indications for policy makers to take into account this issue in the formulation and enactment of their policy. Originality/value – A new aspect of identity in academic profession was found, that is to say religion.
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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 incapable of facing the challenges and overcoming the obstacles encountered by academia in the present circumstances. It has been argued that instead of being limited only to epistemic responsibilities of academics, academic freedom should be “extended” to include the political responsibility of academics as well and should therefore provide the academics first and foremost with an appropriate set of political rights to fulfil their political role. This paper critically examines both the theoretical background behind this political shift in thinking about academic freedom as well as its prospective consequences for the academic profession and academia as a whole. While there are sound theoretical reasons that favour the “extended” version against the traditional concept of academic freedom, I argue that the associated political extension of academic responsibilities blurs the line between academic and political affairs and puts academia in danger of becoming an openly political – rather than authentically academic – institution. The paper is concluded by a tentative suggestion of an alternative account of academic freedom: one that takes seriously the theoretical weaknesses of the traditional version but maintains at the same time a clear and sharp distinction between academic and political matters.
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Smith, Charlie, and Eda Ulus. "Who cares for academics? We need to talk about emotional well-being including what we avoid and intellectualise through macro-discourses." Organization 27, no. 6 (2019): 840–57. http://dx.doi.org/10.1177/1350508419867201.
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This article explores academics’ well-being through analysing published sensitive disclosures, bringing to journal space the pain, rawness and emotional suffering of individuals’ experiences. We confront the taboos of speaking openly about mental health and emotional well-being in academic institutions, with masculine structures and encroaching neoliberal discourses that create hostile atmospheres unsupportive of vulnerability and uncertainty. We also challenge existing discourses about academics’ well-being, implicitly burdening individuals as responsible for their pain and creating walls of shame, rather than building new healthy structures. By spotlighting the voices of academics’ emotional disclosures, intensified by embodied social inequalities, we plead for openness in formal academic outlets for sharing pre-existing emotional struggles and new wounds created by cruelly competitive, winner-takes-all structures, fortified by neoliberal ideals. Led by individuals’ voices and experiences, we make recommendations for supporting academics as an attempt to extract academia from its current perverse state and commit to repair and transformation.
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Cownie, Fiona. "Women Legal Academics - A New Research Agenda?" Journal of Law and Society 25, no. 1 (1998): 102–15. http://dx.doi.org/10.1111/1467-6478.00082.
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Ryan, Suzanne, Julia Connell, and John Burgess. "Casual academics: a new public management paradox." Labour & Industry: a journal of the social and economic relations of work 27, no. 1 (2017): 56–72. http://dx.doi.org/10.1080/10301763.2017.1317707.
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Kadıoğlu, Ayşe. "Reading John Stuart Mill in Turkey in 2017." Middle East Law and Governance 10, no. 2 (2018): 203–32. http://dx.doi.org/10.1163/18763375-01002001.
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Academic freedom has eroded and continues to erode in an unprecedented magnitude in Turkey especially since the failed coup attempt of July 15, 2016. During this time, thousands of academics were purged from their positions including Academics for Peace who signed a petition calling for an end to the atrocities against Kurdish citizens and a peaceful resolution of the conflict in the southeastern provinces of Turkey. Such authoritarian backsliding was accompanied by a discourse that blurred the distinction between opinion and truth. Academics were increasingly ostracized and viewed as non-members of what came to be referred as New Turkey. A discourse of rejection replaced criticism and an unprecedented dissonance emerged between the current academic debate on free speech as well as academic freedom and the tragic reality faced by academics in Turkey making it impossible for them to continue their vocational existence.
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Kuoppakangas, Päivikki, Kati Suomi, Elias Pekkola, Jussi Kivistö, Tomi Kallio, and Jari Stenvall. "Theoretical, practical and hybrid ex-academics: Career transfer stories." European Educational Research Journal 20, no. 1 (2020): 14–41. http://dx.doi.org/10.1177/1474904120915026.
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The academic career stories and trajectories of PhD holders have been widely studied in the context of economic austerity and an oversupply of doctors. However, few studies have investigated career building among ex-academics and how a doctoral degree and university work might affect their career possibilities outside academia. This paper explores the trajectories of ex-academics: PhDs with university work experience who have left academia to pursue non-academic careers. Based on 40 qualitative interviews with ex-academics, their employers and senior university leaders, the study employs a narrative approach to construct five career stories: the Theoretical Endangered Nerd, the Practical Geek, the Chic Hybrid, the Pristine Novice and the Odd Elite. This varied picture of career sensemaking provides new insights into career building among ex-academics.
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Plush, Sally E., and Benjamin A. Kehrwald. "Supporting New Academics’ Use of Student Centred Strategies in Traditional University Teaching." Journal of University Teaching and Learning Practice 11, no. 1 (2014): 46–60. http://dx.doi.org/10.53761/1.11.1.5.
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Despite the perceived advantages of student centred learning (SCL) in higher education, novice teaching academics’ attempts to implement such approaches may be thwarted by a lack of experience with teaching in general and with SCL in particular, difficulties locating suitable practical advice on SCL, and the demands of early career academic workloads. This article seeks to provide practical assistance to teaching academics seeking to implement SCL into traditional teaching environments. It synthesizes current literature to provide an overview of 3 broad SCL strategies: inquiry learning, concept checks and just-in-time teaching. Key considerations for implementing each of these strategies are identified and the authors discuss four observations about the implementation of SCL, in context.
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Samkin, Grant, and Annika Schneider. "Using university websites to profile accounting academics and their research output." Meditari Accountancy Research 22, no. 1 (2014): 77–106. http://dx.doi.org/10.1108/medar-05-2014-0038.
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Purpose – The purpose of this paper is to examine the profiles of Australian, New Zealand and South African accounting faculty members. Additionally, the study investigates whether there are any differences in research productivity of the accounting faculty between countries as measured by peer-reviewed academic journal output. Design/methodology/approach – This archival study uses details obtained from webpages of Departments of Accounting in the three countries to construct a profile of accounting academics. Findings – Significant differences in the profiles of accounting academics were found that can be attributed to the institutional factors that exist in each country. Staffs at the junior lecturer and lecturer levels are more likely to be female, while senior lecturers and professors in all three countries were more likely to be male. While Australia and New Zealand had a similar percentage of staff holding PhD or equivalent academic qualifications, only a small proportion of the South African faculty held PhD or equivalent qualifications. A greater proportion of the South African faculty was professionally qualified compared to their Australian and New Zealand counterparts. New Zealand accounting faculty was more productive than their Australian colleagues, with South African academics being the least productive. Academics holding a doctoral qualification or equivalent were more productive than those that did not. Research limitations/implications – The research limitations relate to the use of websites as the primary data source. Incompleteness of information, inconsistencies in the type of information presented and a lack of comparability of information across institutions and countries may have led to some errors and omissions. However, given the relatively large sample size of 2,049 academics, this was not deemed to materially affect the final analysis. Originality/value – The paper provides an important contribution to the literature on accounting academics. It is the first of its kind to present a comprehensive “snapshot” of the profiles of accounting academics at the universities in Australia, New Zealand and South Africa.
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ALEXANDER, ALLEN T., KRISTEL MILLER, and SEAN FIELDING. "OPEN FOR BUSINESS: UNIVERSITIES, ENTREPRENEURIAL ACADEMICS AND OPEN INNOVATION." International Journal of Innovation Management 19, no. 06 (2015): 1540013. http://dx.doi.org/10.1142/s1363919615400137.
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The emergence of open innovation theory and practice, alongside the evolution to a quadruple helix system of innovation, has led to a need for universities to rethink their models of engagement with industry and wider society. One important element in this system is the entrepreneurial academics; however, there is a lack of research considering the motivations of entrepreneurial academics, who differ from academic entrepreneurs, to engage in knowledge transfer in line with open innovation policy. This research offers practical insights on whether new models of engagement, increasingly offered by universities, really address the policy drivers for open innovation. Furthermore, this research explores whether these activities might motivate entrepreneurial academics to participate. Preliminary findings identify that many supposedly new collaboration activities do not really motivate entrepreneurial academics. This may have important implications on the ability of universities to become truly open and to encourage their academics to become engaged in collaboration and impact.
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Katila, Saija, Mikko Laamanen, Maarit Laihonen, et al. "Becoming academics: embracing and resisting changing writing practice." Qualitative Research in Organizations and Management: An International Journal 15, no. 3 (2019): 315–30. http://dx.doi.org/10.1108/qrom-12-2018-1713.
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Purpose The purpose of this paper is to analyze how global and local changes in higher education impact upon writing practices through which doctoral students become academics. The study explores how norms and values of academic writing practice are learned, negotiated and resisted and elucidates how competences related to writing come to determine the academic selves. Design/methodology/approach The study uses memory work, which is a group method that puts attention to written individual memories and their collective analysis and theorizing. The authors offer a comparison of experiences in becoming academics by two generational cohorts (1990s and 2010s) in the same management studies department in a business school. Findings The study indicates that the contextual and temporal enactment of academic writing practice in the department created a situation where implicit and ambiguous criteria for writing competence gradually changed into explicit and narrow ones. The change was relatively slow for two reasons. First, new performance management indicators were introduced over a period of two decades. Second, when the new indicators were gradually introduced, they were locally resisted. The study highlights how the focus, forms and main actors of resistance changed over time. Originality/value The paper offers a detailed account of how exogenous changes in higher education impact upon, over time and cultural space, academic writing practices through which doctoral students become academics.
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Brustureanu, Bogdan. "Academics as knowledge entrepreneurs." Social Science Information 57, no. 4 (2018): 662–90. http://dx.doi.org/10.1177/0539018418814387.
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This is an exploratory study aimed at translating concepts developed in the frame of commercial entrepreneurship studies to the university setting. Analogy is used in a particular manner that is to look for structural similarities between commercial entrepreneurship and the way knowledge is created and organized. The first step is to introduce the notion of academic opportunity. This becomes the basis for opening up a new perspective by introducing a new discourse in the practice of entrepreneurship, the academic discourse. The next step is to discuss the role of academic networks and their possible connections with the network approach in the business formation. The final part of the article contains three examples illustrating the notions introduced and discussed in the previous sections.
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Stein, Ross. "A New Model for Academics Based Drug Discovery." Current Alzheimer Research 4, no. 5 (2007): 574–76. http://dx.doi.org/10.2174/156720507783018280.
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Service, R. F. "New Institute Aims to Help Academics Make Medicines." Science 335, no. 6074 (2012): 1288–89. http://dx.doi.org/10.1126/science.335.6074.1288.
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Chatterjee, Bikram, Carolyn J. Cordery, Ivo De Loo, and Hugo Letiche. "The spectacle of research assessment systems: insights from New Zealand and the United Kingdom." Accounting, Auditing & Accountability Journal 33, no. 6 (2020): 1219–46. http://dx.doi.org/10.1108/aaaj-01-2019-3865.
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PurposeIn this paper, we concentrate on the use of research assessment (RA) systems in universities in New Zealand (NZ) and the United Kingdom (UK). Primarily we focus on PBRF and REF, and explore differences between these systems on individual and systemic levels. We ask, these days, in what way(s) the systemic differences between PBRF and REF actually make a difference on how the two RA systems are experienced by academic staff.Design/methodology/approachThis research is exploratory and draws on 19 interviews in which accounting researchers from both countries offer reflections on their careers and how RA (systems) have influenced these careers. The stories they tell are classified by regarding RA in universities as a manifestation of the spectacle society, following Debord (1992) and Flyverbom and Reinecke (2017).FindingsBoth UK and New Zealand academics concur that their research activities and views on research are very much shaped by journal rankings and citations. Among UK academics, there seems to be a greater critical attitude towards the benefits and drawbacks of REF, which may be related to the history of REF in their country. Relatively speaking, in New Zealand, individualism seems to have grown after the introduction of the PBRF, with little active pushback against the system. Cultural aspects may partially explain this outcome. Academics in both countries lament the lack of focus on practitioner issues that the increased significance of RA seems to have evoked.Research limitations/implicationsThis research is context-specific and may have limited applicability to other situations, academics or countries.Practical implicationsRA and RA systems seem to be here to stay. However, as academics we can, and ought to, take responsibility to try to ensure that these systems reflect the future of accounting (research) we wish to create. It is certainly not mainly or solely up to upper management officials to set this in motion, as has occasionally been claimed in previous literature. Some of the academics who participated in this research actively sought to bring about a different future.Originality/valueThis research provides a unique contextual analysis of accounting academics' perspectives and reactions to RA and RA systems and the impact these have had on their careers across two countries. In addition, the paper offers valuable critical reflections on the application of Debord's (1992) notion of the spectacle society in future accounting studies. We find more mixed and nuanced views on RA in academia than many previous studies have shown.
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Adler, Chloé, and Carole Lalonde. "Identity, agency and institutional work in higher education: a qualitative meta-synthesis." Qualitative Research in Organizations and Management: An International Journal 15, no. 2 (2019): 121–44. http://dx.doi.org/10.1108/qrom-11-2018-1696.
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Purpose The purpose of this paper is to synthesize a body of research addressing changes in academic identity brought on by neo-liberal university management while proposing a new interpretation based on the institutional work theory and a relational approach to agency. Design/methodology/approach The authors analyzed 19 qualitative empirical studies regarding the impact of new public management policies on academic identity within universities from different countries to support a qualitative meta-synthesis. Findings The meta-synthesis established a classification of work identity and self-identity that reflects variable but globally difficult experiences with the universities’ neo-liberal management. The results also indicate that, paradoxically, academics contribute to the perpetuation of managerialism through protection strategies and institutional maintenance work while acknowledging their painful effects on their identity. Despite the control and monitoring measures put in place by university administrations, academics have assumed a pragmatic approach to identity by using the prevailing spaces of autonomy and engaging in constant self-questioning. Those involved could make better use of these free spaces by adopting projective agency, that is by expanding the areas of support, collaboration and creativity that, by their own admission, make up the academic profession. Originality/value This meta-synthesis sheds light on the limits of current academic identity research while advancing studies conducted on institutional work, primarily by highlighting the type of agency used by actors during institutional change; at a practical level, this research promotes discussion on the manner in which academics could use their agency and reflexive skills by pushing their institutional work surrounding identity recreation further.
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Paul, P. K., and P. S. Aithal. "Computing Academics into New Age Programs and Fields: Big Data Analytics & Data Sciences in Indian Academics—An Academic Investigation of Private Universities." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 10, no. 3 (2018): 107. http://dx.doi.org/10.21013/jmss.v10.n3.p3.
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<p>India is moving towards a developed country and thus knowledge cultivation is very much required and in this context introducing new age programs and degrees are essential. This is required for the creation of next generation skills and knowledge as per industrial and organizational demands including Government etc. Data Science is about managing the large amount and complex data, moreover, it is also known as Big Data Technologies. Due to the wider requirement in different universities and organizations, many international universities have started academic programs on Data Sciences and Big Data. However, a large number of institutes are located in India but only a few offer programs on Data Science and Allied Technologies. Importantly most these are listed in Engineering Colleges and few Private Universities. Universities in this regard adopted both full-fledged degrees and specialization methods to offer the Data Sciences and Allied Technologies. This paper is theoretical and contextual in nature, but also purely interdisciplinary in nature combines with education, information technology, and managerial science to learn about the status and future of qualified and skilled manpower. However, the paper is specially focused on private universities only with a brief overview of the technologies in international universities. </p>
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Shimizu Wilson, Concepción, John D’Ambra, and Robyn Drummond. "Exploring the fit of e-books to the needs of medical academics in Australia." Electronic Library 32, no. 3 (2014): 403–22. http://dx.doi.org/10.1108/el-09-2012-0118.
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Purpose – The purpose of this study is to explore the extent to which e-books fit the needs of medical academics of the University of New South Wales (UNSW) in the performance of their academic tasks. Design/methodology/approach – A web-based survey was distributed to all UNSW academics in medicine, and 224 completed responses were analyzed according to the attributes of a task-technology fit (TTF) model developed for e-books in academic settings. Findings – Although the UNSW Library had access to > 225,000 e-books, usage by medical academics was relatively low (38 per cent); however, most (92 per cent) predicted that they would be using e-books within the next five years. Nearly two-thirds (65 per cent) had portable devices including smartphones, and 90 per cent rated the ability to search across full text in an e-book of moderate-to-high importance. Research tasks dominated the use of e-books, and 71 per cent agreed that e-books helped improve their overall productivity. Research limitation/implications – Only 224 (8 per cent) of 2,790 medical academics at UNSW participated in the study. The low response rate and over-representation of research only academics limit the extent of generalization of the findings. Originality/value – This is the first study on the use of e-books among academics in the Faculty of Medicine – comprising nearly 64 per cent of all UNSW academic staff. The findings highlight the extent of e-books used by medical academics and their enthusiasm for access to digital resources. There is also the suggestion that the library must continue to develop services to ensure delivery of task-compatible e-books to medical academics in increasingly mobile environments.
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Sinclair, Rowena, and Carolyn J. Cordery. "Bridging the gap between academia and standard setters." Pacific Accounting Review 28, no. 2 (2016): 135–52. http://dx.doi.org/10.1108/par-01-2016-0005.
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Purpose This commissioned paper reviews literature outlining reasons for a perceived gap between academics and standard setters as policy makers. The aim of this paper is to emphasise how academics and standard setters can collaborate on accounting and audit research and assist standard setters to act in the public interest. Design/methodology/approach The approach is primarily a literature and document review of relevant issues, summarising New Zealand’s standard setting arrangements, providing examples of successful policy-changing research, and making recommendations on future research topics. Findings Despite the long-held views of a gap between academic researchers and standard setters, increasingly standard setters utilise research and request input from academics in their deliberations. Standard setters can increase the likelihood of relevant research by promoting critical issues for research and connecting their practitioner networks with academics. Academics can bridge the gap by selecting topics of mutual interest and by communicating their findings extensively and well. Practical implications Increasing collaboration should lead to better accounting and audit standards. Originality/value This paper highlights matters of concern in the New Zealand standard setting environment where there is a strategic objective to undertake research.
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Abdul-Rahman, Rohana, Nurli Yaacob, and Asmah Laili Yeon. "Employment Benefits of Academics in Malaysian Universities." Journal of Social Sciences Research, SPI6 (December 25, 2018): 709–17. http://dx.doi.org/10.32861/jssr.spi6.709.717.
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Academics employed in either public or private university in Malaysia may be subject to different contract of service and scheme of employment. Due to this variance, academics receive different employment benefits. Such variation can also create differences and imbalance between universities in the context of workloads assigned to academics in both types of universities. Thus, objective of this article is to analyze employment benefits (pecuniary and non-pecuniary) of academics in Malaysian universities and their satisfaction with the employment benefits that they receive. This article employs a mixed method approach i.e. qualitative and quantitative. For quantitative approach, a survey was conducted among academic staffs in Malaysian public and private universities. Qualitative approach by way of interviews were conducted among management of selected universities. The results show that all academic staff in public and private universities in Malaysia received pecuniary and non-pecuniary benefits. For public universities these benefits are mostly standardized. However, pecuniary and non-pecuniary benefits for academics in private universities are different from public universities and between themselves. The job specification which involves teaching, supervision, research, consultation and administrative works as found in the KPIs of all academics are not similar. It is recommended that to strike a balance between benefits (pecuniary and non-pecuniary) and workloads received by academics, the workloads of academics should be designed to have a particular focus on specification of work such as research and supervision, teaching and administration tracks. Therefore, this article suggests that the relevant authorities consider a new remuneration scheme and benefits based on tracks and yearly staff performance achievement for academics in Malaysia.
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Bennion, Alice, and William Locke. "The Early Career Paths and Employment Conditions of the Academic Profession in 17 Countries." European Review 18, S1 (2010): S7—S33. http://dx.doi.org/10.1017/s1062798709990299.
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The expansion of higher education systems, new demands on institutions and growing pressures on resources have become common trends across most developed countries. They bring increased expectations of academic staff and appear to lead to greater differentiation in their work roles and activities. At the same time, the backgrounds of some academics are changing and they are developing new specialisms and interdisciplinary collaborations, becoming more mobile domestically and internationally and, for some, the profession is becoming increasingly insecure. The Changing Academic Profession study has produced a rich set of data on the preparation of academics for their roles and the individual circumstances of their working lives, among other aspects of the profession. Respondents to the survey reported on the degrees they have attained, the countries in which they studied for them, the age at which they qualified and the nature of the doctoral training they received. This paper explores the early career paths of academics, makes initial comparisons between different higher education systems and begins to explore how some of these national systems interrelate with each other through academic mobility. Respondents also reported on the disciplines they studied and now teach, the number of institutions worked in and their contractual conditions and income. These data give an indication of the various degrees of flexibility and mobility required of – or chosen by – academics in the early and later stages of their careers and the stability, or perhaps rigidity, of different higher education systems and national career patterns. The data also supplement other evidence of the employment conditions and remuneration of scholars in an increasingly globalised academic labour market.1,2 The conditions of academic work are explored through analysis of the views of survey respondents on the facilities, resources and personnel needed to support it and the degree of research collaboration undertaken. Academics from the 17 countries in the study seem more content with the physical and technical resources provided by their institutions than the personnel and funds available to support teaching and research. Finally, it is suggested that the propensity for collaborative or individual research may be partially related to national differences in academics’ mobility during their training for the profession.
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Mathews, Pamela. "Academics as Agents of Change?" Journal of Management & Organization 9, no. 1 (2003): 42–51. http://dx.doi.org/10.1017/s1833367200004910.
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ABSTRACTOver the last twenty years management courses offered in Australia have undergone considerable change. Most notable is the number of different programmes available and the varied content of these. However, in an environment which is changing rapidly, management education and its provision are under continuous review. Data gathered recently to examine the perceptions of academics in relation to management education, has drawn attention to an issue that warrants consideration. Should management academics be agents of change or should they simply make changes in response to new demands? The answer to this question has significant implications for the future development of management education. This paper seeks to examine the role that the management academic has in a situation of continuous change.
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Mathews, Pamela. "Academics as Agents of Change?" Journal of the Australian and New Zealand Academy of Management 9, no. 1 (2003): 42–51. http://dx.doi.org/10.5172/jmo.2003.9.1.42.
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ABSTRACTOver the last twenty years management courses offered in Australia have undergone considerable change. Most notable is the number of different programmes available and the varied content of these. However, in an environment which is changing rapidly, management education and its provision are under continuous review. Data gathered recently to examine the perceptions of academics in relation to management education, has drawn attention to an issue that warrants consideration. Should management academics be agents of change or should they simply make changes in response to new demands? The answer to this question has significant implications for the future development of management education. This paper seeks to examine the role that the management academic has in a situation of continuous change.
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Lowe, Christopher R. "Innovate or perish: a new paradigm for academics in the biosciences?: Commercialization of academic research." Biochemist 26, no. 6 (2004): 16–19. http://dx.doi.org/10.1042/bio02606016.
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Europe is striving to become the world's most competitive knowledgebased economy by 2010. The higher education sector will play a key role by providing the ideas and skilled manpower to effect this transition, but will require organizational and cultural change to be truly effective. The Institute of Biotechnology at the University of Cambridge is used as an example of how these issues can be addressed in a single organization that is able to provide a seamless mechanism to exploit its pure science base to create knowledge-based business spin-offs.
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Lubbe, Ilse. "Educating professionals." Meditari Accountancy Research 22, no. 1 (2014): 107–27. http://dx.doi.org/10.1108/medar-02-2014-0031.
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Purpose – The purpose of this study is to describe the multiplicity of the role of the Accounting academic as a knowledge agent: in terms of the discovery of new knowledge and its recontextualisation into pedagogy, as well as effective teaching and learning in the field of Accounting. Design/methodology/approach – Through a literature review and the collection of qualitative data (using purposive sampling), this study describes the Accounting academic’s role as a knowledge agent, as viewed by Accounting academics and professional accountants, with the aim of providing insight into the tensions that exist in the education of professionals. Findings – The data collected in this study indicate that Accounting academics find themselves torn between their different roles: those of researcher and teacher. Accounting academics do not feel valued in their role as teachers, as at the university, more emphasis is placed and promotion is based on research, yet the Accounting profession places more value on their teaching and scholarship role. Practical implications – There is an urgent need in professional Accounting education (trapped within a multiple principal paradigm) for some fundamental re-thinking of the focal point of research, and the knowledge agency of academe, particularly within a developing economy, such as South Africa. Originality/value – The value of this paper is in its identification and description of the tensions experienced in the education of professional accountants. The university and profession are urged to value, acknowledge and reward the multiple roles of Accounting academics.
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Brennan, Ross, Nektarios Tzempelikos, and Jonathan Wilson. "Improving relevance in B2B research: analysis and recommendations." Journal of Business & Industrial Marketing 29, no. 7/8 (2014): 601–9. http://dx.doi.org/10.1108/jbim-09-2013-0201.
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Purpose – The purpose of the study is to identify and discuss critical aspects of the academic/practitioner gap and suggest how to make marketing research more relevant. Design/Methodology/Approach – The study uses data from an earlier study of eight qualitative interviews conducted with business-to-business (B2B) marketing practitioners and from an earlier quantitative study among 128 academics and 510 marketing research practitioners. The data are re-analyzed for this article. Findings – Results show that academics and practitioners agree that academic research should be of more practical value. However, their priorities differ. For academics, publishing in refereed journals is the first priority and influencing practice is of much lower priority, while practitioners are not interested in the methodological and theoretical advances of marketing research; their priority is to satisfy day-to-day practical needs. Hence, practitioners have no interest in academic journals. The academic reward system tends to reinforce this divide because academic career progression depends substantially on the production of refereed journal articles. Research limitations/implications – Much prior consideration has been given to how academic journals can be made more relevant to practitioners, which is a desirable goal. However, a more fruitful approach for B2B academics would be to embrace new technologies such as blogging and social media to reach practitioners through their preferred channels. If greater relevance is to be achieved, then consideration needs to be given to the views of doctoral students, and to doctoral training processes in B2B marketing. Practical implications – The study provides academics with guidance concerning how marketing research can have a greater effect on the practice of marketing. Social implications – Originality/value – The study contributes to the research base by identifying and discussing critical aspects of the academic/practitioner gap. The study also offers insights into how managerial relevance in marketing research can, practically, be improved.
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Marquina, Mónica, Cristian Pérez Centeno, and Nicolás Reznik. "Institutional Influence of Academics in Argentinean Public Universities in a Context of External Control." Acta Paedagogica Vilnensia 46 (September 8, 2021): 54–72. http://dx.doi.org/10.15388/actpaed.2021.46.4.
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The paper studies the institutional influence of academics in Argentina within a context of increasing external control as a consequence of deep public reforms in the Higher Education system. Drawing on data from the Academic Profession in the Knowledge-Based Society (APIKS) survey, the aim is to analyse how much and in what sense the recent changes on the public policy level and the intermediate level of the state agencies have affected the academic profession in Argentina over teaching, research and social engagement activities, and its effects over the perception of institutional influence. Although we assume that academic power has been reduced within the new scenario, we believe that not all academics have responded in the same manner.
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Ren, Xiang. "The quandary between communication and certification." Online Information Review 39, no. 5 (2015): 682–97. http://dx.doi.org/10.1108/oir-04-2015-0129.
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Purpose – The purpose of this paper is to understand individual academics’ perception, attitudes and participation in Open Access Publishing and open scholarship and revisit some principles and designs of openness in academic publishing from the perspective of creative end-users, which helps to increase the sustainability and efficiency of open models. Design/methodology/approach – This paper draws on a case study of China and empirical data collected through semi-structured interviews with a wide range of academics and stakeholders. Findings – A separation between the communication and certification functions of publishing is identified: open initiatives are valued for efficient and interactive communication while traditional publishing still dominates the legitimacy of research publications, which leads to the quandary of individual academics operating within the transitional landscape of scholarly communication. Practical implications – Practical recommendations for sustainable and efficient openness are derived from discussions on the difficulties associated open/social certification and the shifting maxims that govern academics from “publish or perish” to “be visible or vanish”. Originality/value – “Openness” is defined in broad sense integrating Open Access and open scholarship to comprehensively reflect individual academics’ views in the transitional landscape of academic publishing. The research findings suggest that new open approaches are needed to address the evolving tension and conflicts between communication and certification.
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Singh, Jasvir Kaur Nachatar, and Humayra Ayasha Chowdhury. "Early-career international academics' learning and teaching experiences during COVID-19 in Australia: A collaborative autoethnography." Journal of University Teaching and Learning Practice 18, no. 5 (2021): 218–35. http://dx.doi.org/10.53761/1.18.5.12.
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Scholarly articles on international academics mainly focuses on personal and professional challenges endured by international academics’ during conventional times. This includes adjustments to new roles and living in a foreign country, pedagogical differences stemming from intercultural differences, language barriers and unequal access to resources (funding, exploitation). This paper explores experiences of two international early-career academics in Australia highlighting their teaching-related challenges, strategies and opportunities during COVID-19, using a collaborative autoethnography qualitative approach. At this Australian university, teaching was paused for a week in March 2020 to cope with the learning and teaching ‘shock’ – to reorientate teaching from face-to-face to completely offer courses remotely to ensure that students were not disadvantaged in their learning and provide space for academic staff to reorientate their learning and teaching materials to suit online delivery. Personalised reflections encapsulate some bizarre teaching related experiences of these international academics in the online learning and teaching space, underpinned by their cultural differences. There were four major challenges identified: transition to online learning and teaching, learning and teaching online practices, relationship issues between students and academic staff, and language-related issues. Specific strategies to overcome these challenges are also identified that led to overall teaching success endured by these international early-career academics in Australia.
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MEUSBURGER, MAGDALENA, and ALEXANDER JOSEF ANTONITES. "ASSESSING ANTECEDENTS OF ENTREPRENEURIAL ACTIVITIES OF ACADEMICS AT SOUTH AFRICAN UNIVERSITIES." International Journal of Innovation Management 20, no. 06 (2016): 1650058. http://dx.doi.org/10.1142/s1363919616500584.
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The knowledge economy is driven by entrepreneurship, and the entrepreneurial university takes on the role of an important catalyst for regional economic and social development. Academics represent key agents of knowledge and technology transfer from university to society. Previous research suggests that academics’ successful engagement in entrepreneurial activities can positively contribute to the development of local society and economy. However, evidence on the antecedents of academic engagement and commercialisation is scarce. This study examines whether aspects related to academics’ human, physical and organisational capital resources influence their engagement in consulting, sponsored research, licensing/assignment of intellectual property (IP) and spin-off creation with industry, government and civil society. The analysis is based on a new and unique data set of 398 individual academic researchers affiliated to South African universities who were awarded a quality rating by South Africa’s National Research Foundation (NRF) and covers the full spectrum of academic disciplines. Data analysis employed generalised linear models (GLMs) and demonstrated that the availability of human, physical and organisational resources relate to the four entrepreneurial activities in different ways. The findings support the concept that individual factors are more significant than institutional factors in determining entrepreneurial activities. A key finding is that academics’ engagement in entrepreneurial activities is primarily influenced by their prior entrepreneurial experiences. The study provides scholars investigating academic entrepreneurship, policy makers and university administrators with the key resource drivers of entrepreneurial activities and may assist them in establishing the appropriate role of institutions and organisations in promoting entrepreneurial activities of academics.
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Behari-Leak, Kasturi. "New academics, new higher education contexts: a critical perspective on professional development." Teaching in Higher Education 22, no. 5 (2017): 485–500. http://dx.doi.org/10.1080/13562517.2016.1273215.
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James, Robinson. "Repatriation of Academics: A Study on Sri Lankan University Lecturers." South Asian Journal of Human Resources Management 5, no. 1 (2018): 96–116. http://dx.doi.org/10.1177/2322093718769216.
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Although repatriation adjustment is a matter for all re-entry groups, it is not clear if it is an issue for returning academics. The article aims to investigate whether the repatriation adjustment is a matter for academic repatriates. The study was conducted with 63 Sri Lankan academic repatriates who had been attached to a foreign university or academic institution for more than 1 year, had been involved in academic activities and, at the survey date, had returned within the past 2 years. One sample t-test, independent sample t-test and regression analysis were employed to test the proposed hypotheses. The article provides empirical evidence to show that repatriation adjustment is a matter for academic repatriates too. Academics who return to their home university experience less fit to their organization compared to their fit with their home organization before they had left. The article highlights that universities need to take necessary steps to develop policies and procedures to capitalize the knowledge and international experience of returning academics. The findings extend the current scope of literature on repatriation adjustment by identifying a new group of repatriates who are experiencing repatriation adjustment issues.
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Gopi, Suhasini, Ly Thi Tran, and Kirsten Hutchison. "Academic literacies of international students in New Zealand library environments." Transitions: Journal of Transient Migration 4, no. 2 (2020): 169–82. http://dx.doi.org/10.1386/tjtm_00020_1.
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This article is based on a study that explores international students’ understanding of academic literacies in New Zealand library environments. The article aims to provide insights into international higher degree students’ (IHDSs’) understandings of their academic literacy practices in library environments. To address this issue, the study utilizes an interpretative framework drawing from Vygotsky’s sociocultural theory. Despite a significant body of literature on international students, little is known about the interaction of this cohort with the academic library, and limited information is available on IHDSs’ academic literacies in New Zealand library environments. Our article responds to this critical gap in the existing literature on international students. The findings of the study underscore the importance for librarians, learning advisors and academics to consider international students’ characteristics, language proficiency, learning styles and interests in designing teaching techniques and effective support for this cohort.
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Juhary, Jowati. "New Technologies for Teaching: The Perceptions of Young Academics." International Journal of Learning: Annual Review 18, no. 3 (2012): 177–90. http://dx.doi.org/10.18848/1447-9494/cgp/v18i03/47510.
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Normile, D. "CHINA: Academics See Benefits in Hong Kong's New Status." Science 277, no. 5324 (1997): 310–11. http://dx.doi.org/10.1126/science.277.5324.310.
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Babu, Arul A. S., Shyamkumar N. Keshava, and Sanjeeva Kalva. "Academics during the Pandemic: Adapting to a “New Norm”." Journal of Clinical Interventional Radiology ISVIR 4, no. 02 (2020): 065. http://dx.doi.org/10.1055/s-0040-1715430.
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Staniforth, David, and Tony Harland. "Reflection on practice: collaborative action research for new academics." Educational Action Research 11, no. 1 (2003): 79–92. http://dx.doi.org/10.1080/09650790300200207.
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Macdonald, Roddy. "Editorial Our Planning Future-the second new academics conference." Planning Practice & Research 10, no. 1 (1995): 3–4. http://dx.doi.org/10.1080/02697459550036775.
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Glazebrook, Susan. "Academics and the Supreme Court." Victoria University of Wellington Law Review 48, no. 2 (2017): 237. http://dx.doi.org/10.26686/vuwlr.v48i2.4742.
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Richard Posner laments what he sees as an unfortunate gulf between academia and the courts. To assess whether there is such a gulf in New Zealand, this address analyses the role of academics and judges. It concludes that academics provide valuable insights and assistance to the courts but that their role is much wider, being at its broadest the advancement of knowledge. By contrast, the primary role of judges at all levels is to decide the case in front of them according to law. This means that academics and the judiciary are engaged in different pursuits and, while the roles may converge at times, ultimately the differences must be respected. But there can and should be constructive dialogue. In this regard, the address discusses three areas where the New Zealand Supreme Court has received criticism from academics.
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Nakano, Silvia, Alexandre Beaupré-Lavallée, and Olivier Bégin-Caouette. "Accountability Measures in Higher Education and Academic Workload: A Ten-year Comparison." Brock Education Journal 30, no. 2 (2021): 116. http://dx.doi.org/10.26522/brocked.v30i2.872.
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At the core of New Public Management (NPM) reforms sit the concept of accountability of publicly funded organizations. In Canada, it is suggested that provinces have increased the number of accountability procedures imposed to universities and those measures would have had an impact on professors' academic workload. This study relies on the Canadian faculty's perspectives collected through the 2007 Changing Academic Profession (CAP) study (n = 1151) and the 2017 Academic Profession in the Knowledge Society (APIKS) study (n = 2968). Descriptive statistics and a MANOVA comparing the scores of five variables in 2007 and 2017 suggest that academic workload increased significantly in ten years, academic acvities are significantly more evaluated, although less by academics themselves, female academics report dedicating more time to administrative tasks and being more frequently evaluated, and senior administrative staff and external reviewers are perceived as being more involved in the evaluation of academic activities in 2017 than in 2007. Our interpretation is that accountability measures could increase professors' admministrative burden and grant more authority to non-academic staff.
 Key words: accountability; academic workload; academic profession; new public management; Canadian universities.