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Journal articles on the topic 'Non-academics'
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1
Collinson, Jacquelyn Allen. "Just ‘non-academics’?" Work, Employment and Society 20, no. 2 (2006): 267–88. http://dx.doi.org/10.1177/0950017006064114.
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Surprisingly perhaps, knowledge about occupational groups within academia is relatively scant, with an almost exclusive concentration upon teaching staff. The research upon which this article is based aims to fill this gap by focusing upon one specific group, which, to date, has been under-researched: research administrators. Utilizing primarily symbolic interactionist analyses, and based upon qualitative interviews, the project sought to investigate the occupational life-worlds of research administrators.The wide range of roles and divergent responsibilities covered by the title of ‘research administrator’ emerged as salient features, together with the boundary-crossing, ambiguous nature of much research administrative work.The article examines in particular the ‘identity work’ (Prus, 1996) undertaken by research administrators as they seek to resist categorization as ‘mere nonacademics’, and to counteract social invisibility. Administrative–academic relations were also found to constitute a core element within administrators' occupational life-worlds, and the article considers how the putative administrative/academic boundary is often problematized by research administrators.
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Colbran, Ann. "Non-academics needed in nursing..." Nursing Standard 12, no. 18 (1998): 10. http://dx.doi.org/10.7748/ns.12.18.10.s23.
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Pinikahana, Jaya. "Non-nursing academics in nursing education?" Collegian 10, no. 4 (2003): i—ii. http://dx.doi.org/10.1016/s1322-7696(08)60076-1.
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Tarquinio, Lara, and Stefanía Carolina Posadas. "Exploring the term “non-financial information”: an academics’ view." Meditari Accountancy Research 28, no. 5 (2020): 727–49. http://dx.doi.org/10.1108/medar-11-2019-0602.
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Purpose With the European Union (EU) Directive 2014/95/UE, there is a growing interest in the corporate disclosure of “non-financial information” (NFI). However, no generally accepted definition of this term exists. This paper aims to reflect on the meaning and importance of the NFI definition by investigating how this term is defined in the literature and by exploring scholars’ cognitive perceptions of its meaning. Design/methodology/approach Two different research methods were used. A systematic literature review of NFI definitions was integrated with a survey to a sample of Italian scholars working on the NFI research topic. Findings This study demonstrates that the meaning of NFI is still ambiguous and multifaceted as neither a common understanding nor a single and generally accepted definition of the term exists. As the advent of the EU directive, this term has often referred to information about society and the environment, though most academics define and understand NFI differently, as corporate social responsibility (CSR) issues, intellectual capital information and information that are external to financial statements. These definitions pave the way for conceptualising NFI as a genus and its different understandings (i.e. CSR, ESG information, etc.) as species. Therefore, what constitutes NFI is open to interpretations. Research limitations/implications This paper contributes to enriching the literature on the meaning of NFI and providing further insights into explaining the heterogeneity of the NFI definition. Practical implications This paper provides researchers, practitioners and regulators with some novel insights into the meaning and understanding of NFI. It provides regulators and standard setters with knowledge for building a commonly accepted definition of NFI. Meanwhile, policymakers, regulators, practitioners and academics can contribute to establishing a definition by following three approaches: regulative, open and adaptive. This can help to avoid the risk of an information gap among stakeholder expectations, regulator requests and NFI reporting in practice. Originality/value The literature focussing on the meaning of NFI is still scarce. This study contributes to extending the knowledge of how the term NFI is defined and understood by academics.
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Smith, Sheldon R. "Accounting for Non-Accounting Majors: Questions for Accounting Academics." Critical Perspectives on Accounting 9, no. 5 (1998): 524–25. http://dx.doi.org/10.1006/cpac.1996.0292.
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Olson, Anthony W., Brian Isetts, Anne Marie Kondic, and Jon Schommer. "Comparing the Research Contributions of Community Pharmacy Foundation Funding on Practice Innovation Between Non-Academics and Academics." INNOVATIONS in pharmacy 8, no. 3 (2017): 3. http://dx.doi.org/10.24926/iip.v8i3.528.
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Objective: Evaluate and compare the research contributions of Community Pharmacy Foundation (CPF) funding on community pharmacy practice innovation between non-academic and academic principal investigators (PIs) with respect to the following measurements: 1) “Pharmacy Practice Activity Classifications” (PPAC); 2) CPF “Coordinated Use of Medications”; and 3) CPF Investigator Impact.
 Methods: Quantitative data for all 124 CPF-funded grants awarded from 2002-2016 were obtained from the CPF website and personnel, while ethnographic qualitative data was generated from queries of PIs. Grant categorization was conducted by researchers serving as judges trained on the rules and procedures for coding. A threshold level of 90% agreement in scores of independent judging was established a priori. Findings were summarized and groups were compared using descriptive statistics for quantitative data and a thematic analysis of PI ethnographic reflections for qualitative data.
 Results: There were no differences between non-academic and academic PI groups for Coordinated Use of Medications and PPAC domains, but non-academics contributed more to two dispensing-related PPAC subclasses: ‘Preparing the Product’ (10% vs. 2%) and ‘Delivering the Medication or Device’ (13% vs. 2%). Analysis of investigator reflections revealed similarities between groups regarding impact on practice innovations, expanded collaborations, new practice tools, and patient-care financing models.
 Conclusions: CPF funding contributed new knowledge and resources for expanding and enhancing practice innovations as shown by quantitative (PPAC & Coordinated Use of Medications) and qualitative (PI impact) measures. Similarities between PI groups suggest that the CPF has established a funding niche with unique diversity of practice innovation opportunities. This investigation’s findings may be useful to the CPF’s continuous quality improvement efforts, as well as future grant applicants to assess research gaps in the medication use process and develop sustainable, transferable, and replicable patient-care innovations in community pharmacy practice.
 Conflict of Interest
 This program evaluation analysis was funded by the Community Pharmacy Foundation (CPF). Co-author Anne Marie Kondic is Executive Director and Grants Administrator for the Community Pharmacy Foundation. The ideas articulated in the manuscript are those of the authors to characterize historical CPF grant funding and do not necessarily indicate or impact future funding priorities.
 
 Type: Original Research
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Bin Ahmad, Kamarul Zaman, and Majid Wahid Shaikh. "Factors affecting Happiness of Expatriate Academicians and Expatriate Non-Academicians in Dubai." International Review of Advances in Business, Management and Law 1, no. 1 (2018): 1–12. http://dx.doi.org/10.30585/irabml.v1i1.49.
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Purpose: To determine the antecedents of happiness and compare academicians and non-academicians in selected Dubai Universities. Design/methodological/approach: Qualitative research using in-depth interviews followed by cross-sectional surveys of teaching staff and non-teaching staff from different universities in Dubai.?Findings: There is no significant relationship between knowledge sharing and happiness of academics and well as non-academics. Happiness is significantly related to the other factors.Research implications and limitations: The small sample size of the academic group and the study was targeted at the university staff in Dubai only. Practical implications: The findings of this research gives useful recommendations to Universities to improve happiness among their academic as well as non-academic staff. It will also provide recommendations for developmental purposes for the University of Dubai and the UAE’s “Happiness and Positivity program.”Originality/value: No known research studies the determinants of happiness for academics and non-academics in Dubai Universities.Paper type: Research paper
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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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Shaikh, Majid Wahid, and Kamarul Zaman Ahmad. "Factors affecting Happiness of Expatriate Academicians and Expatriate Non-Academicians in Dubai." International Conference on Advances in Business, Management and Law (ICABML) 2017 1, no. 1 (2017): 201–14. http://dx.doi.org/10.30585/icabml-cp.v1i1.21.
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The research measures the levels of happiness of expatriate academicians in selected Dubai universities and compares them with happiness levels of non-academic people.
 A face to face interview followed by a cross-sectional survey was used as a method to collect data from teaching staff from different universities in Dubai and also from the random public working in different business sectors in Dubai.?
 Happiness is significanlty related to the other factors. There is no significant relationship between knowledge sharing and happiness of academics and well as non-academics.
 The sample size of the academic group and the study targeted at the population of Dubai city only.
 The discoveries of the research give helpful recommendations to the administration of Universities to provide better knowledge sharing opportunities among their teaching faculty to improve their happiness levels. It will also provide recommendations for a developmental purpose to University of Dubai and UAE’s “Happiness and Positivity program”.
 There is no known research that studies the determinants of happiness for academics with non-academics in the UAE.
 Keywords: Happiness, Expatriate Academics, Job Satisfaction, Life Satisfaction
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Dickson‐Swift, Virginia, Erica L. James, Sandra Kippen, Lyn Talbot, Glenda Verrinder, and Bernadette Ward. "A non‐residential alternative to off campus writers’ retreats for academics." Journal of Further and Higher Education 33, no. 3 (2009): 229–39. http://dx.doi.org/10.1080/03098770903026156.
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Jenkins, Alan. "Turning Academics into Teachers: a response from a ‘non‐academic’ unit." Teaching in Higher Education 4, no. 2 (1999): 281–84. http://dx.doi.org/10.1080/1356251990040209.
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Hayman, Richard. "LIS Practitioner-focused Research Trends Toward Open Access Journals, Academic-focused Research Toward Traditional Journals." Evidence Based Library and Information Practice 13, no. 1 (2018): 24–26. http://dx.doi.org/10.18438/eblip29377.
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A Review of:
 Chang, Y-W. (2017). Comparative study of characteristics of authors between open access and non-open access journals in library and information science. Library & Information Science Research, 39(1), 8-15. http://dx.doi.org/10.1016/j.lisr.2017.01.002
 
 Abstract 
 Objective – To examine the occupational characteristics and publication habits of library and information science (LIS) authors regarding traditional journals and open access journals.
 Design – Content analysis.
 Setting – English language research articles published in open access (OA) journals and non-open access (non-OA) journals from 2008 to 2013 that are indexed in LIS databases.
 Subjects – The authorship characteristics for 3,472 peer-reviewed articles.
 Methods – This researcher identified 33 total journals meeting the inclusion criteria by using the LIS categories within 2012 Journal Citation Reports (JCR) to find 13 appropriate non-OA journals, and within the Directory of Open Access Journals (DOAJ) to identify 20 appropriate OA journals. They found 1,665 articles by 3,186 authors published in the non-OA journals, and another 1,807 articles by 3,446 authors within the OA journals.
 The researcher used author affiliation to determine article authors’ occupations using information included in the articles themselves or by looking for information on the Internet, and excluded articles when occupational information could not be located. Authors were categorized into four occupational categories: Librarians (practitioners), Academics (faculty and researchers), Students (graduate or undergraduate), and Others. Using these categories, the author identified 10 different types of collaborations for co-authored articles.
 Main Results – This research involves three primary research questions. The first examined the occupational differences between authors publishing in OA journals versus non-OA journals. Academics (faculty and researchers) more commonly published in non-OA journals (58.1%) compared to OA journals (35.6%). The inverse was true for librarian practitioners, who were more likely to publish in OA journals (53.9%) compared to non-OA journals (25.5%). Student authors, a combined category that included both graduate and undergraduate students, published more in non-OA journals (10.1%) versus in OA journals (5.0%). The final category of “other” saw only a slight difference between non-OA (6.3%) and OA (5.5%) publication venues.
 This second research question explored the difference in the proportion of LIS authors who published in OA and non-OA journals. Overall, authors were more likely to publish in OA journals (72.4%) vs. non-OA (64.3%). Librarians tended to be primary authors in OA journals, while LIS academics tend to be primary authors for articles in non-OA publications. Academics from outside the LIS discipline but contributing to the disciplinary literature were more likely to publish in non-OA journals. Regarding trends over time, this research showed a decrease in the percentage of librarian practitioners and “other” authors publishing in OA journals, while academics and students increased their OA contributions rates during the same period. 
 Finally, the research explored whether authors formed different types of collaborations when publishing in OA journals as compared to non-OA journals. When examining co-authorship of articles, just over half of all articles published in OA journals (54.4%) and non-OA journals (53.2%) were co-authored. Overall the researcher identified 10 types of collaborative relationships and examined the rates for publishing in OA versus non-OA journals for these relationships. OA journals saw three main relationships, with high levels of collaborations between practitioner librarians (38.6% of collaborations), between librarians and academics (20.5%), and between academics only (18.0%). Non-OA journals saw four main relationships, with collaborations between academics appearing most often (34.1%), along with academic-student collaborations (21.5%), practitioner librarian collaborations (15.5%), and librarian-academic collaborations (13.2%).
 Conclusion – LIS practitioner-focused research tends to appear more often in open access journals, while academic-focused researcher tends to appear more often in non-OA journals. These trends also appear in research collaborations, with co-authored works involving librarians appearing more often in OA journals, and collaborations that include academics more likely to appear in non-OA journals.
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Azeez, Rasheed Olawale, Tinuke M. Fapohunda, and Foluso Ilesanmi Jayeoba. "Continuous Learning Activity, Emotional Stability and Adaptive Performance among University Non-Academics." NLDIMSR Innovision Journal of Management Research 2, no. 1 (2018): 01. http://dx.doi.org/10.31794/nldimsr.2.1.2018.1-10.
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Hawkins, Simon. "Non-national Englishes and Their Alternatives: Academics and the Internet in Tunisia." International Journal of Multilingualism 5, no. 4 (2008): 357–74. http://dx.doi.org/10.1080/14790710802283159.
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Higgins-Desbiolles, Freya. "Touring the Indigenous or Transforming Consciousness? Reflections on Teaching Indigenous Tourism at University." Australian Journal of Indigenous Education 36, S1 (2007): 108–16. http://dx.doi.org/10.1017/s1326011100004774.
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AbstractThe role of the non-Indigenous educator and researcher in education on Indigenous issues is becoming the subject of critical scrutiny. Indigenous academics are successfully turning the gaze on non-Indigenous peers and practices. This paper narrates some of the experiences of a non-Indigenous educator teaching an undergraduate elective Indigenous tourism course. The educator has attempted to respect the principles of an evolving Indigenist paradigm in the development, running and review of the course. In particular, the educator consulted with Indigenous academics and leaders in the development of the course and its curriculum; privileged Indigenous voices throughout the curriculum (in readings, audio-visuals, guest lectures and tutorial exercises); and facilitated student interaction with the local Indigenous community and land.My work as a non-Indigenous educator in the new academic field of tourism studies is currently pivotally important because Indigenous academics are not yet asserting their claim to this field. In my attempts to adhere to an Indigenist paradigm I aim to create important opportunities to ensure appropriate discourse and encourage Indigenous academics into the field. In relation to appropriate discourse and learning, student feedback so far indicates important transformations in consciousness are occurring. However, the problematic of the non-Indigenous educator speaking for Indigenous peoples as “essentialised Others” remains a key concern. While the tensions between Indigenous and non-Indigenous in the conduct of Indigenous education are real and important, this work in the teaching of Indigenous tourism suggests that the resolution of tensions require alliances and shifts in power.
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Grams, Grant W. "Louis Hamilton: A British Scholar in Nazi Germany." Fascism 5, no. 2 (2016): 177–200. http://dx.doi.org/10.1163/22116257-00502005.
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Louis Hamilton (1879–1948) was a British national that lectured at various institutions of higher learning in Berlin from 1904–1914, and 1919–1938. During the Third Reich (1933–1945) Hamilton was accused of being half-Jewish and his continued presence at institutions of higher learning was considered undesirable. Hamilton like other foreign born academics was coerced to leave Germany because the Nazi educational system viewed them as being politically unreliable. Hamilton’s experiences are an illustration of what foreign academics suffered during the Third Reich. The purpose of this article is to shed new light on the fate of foreign academics in Nazi Germany. Although the fate of Jewish professors and students has been researched non-Jewish and non-Aryan instructors has been a neglected topic within the history of Nazism.
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Cannizzo, Fabian, and Nick Osbaldiston. "Academic work/life balance: A brief quantitative analysis of the Australian experience." Journal of Sociology 52, no. 4 (2016): 890–906. http://dx.doi.org/10.1177/1440783315600803.
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In this article, we explore the discourse of work/life balance and how academics experience and understand it. Using survey data from research conducted in 2014, the article argues that the concept of ‘life’ within the dichotomy of work/life has often assumed characteristics. While we find in our survey work that academics are indeed working longer hours and often sacrificing leisure time for outputs such as publications, it is still widely unknown how academics understand ‘life’ in relation to their occupation/vocation. Our data indicates further that pressures on academics to establish their credentials through quantifiable data (such as publication statistics) causes notions of work/life balance to become porous, with many academics reporting working from home and in ‘non-labour time’ such as the weekend. Despite these results, we argue that a more nuanced account of work/life balance needs to be attained for the discussion to proceed further.
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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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Brown, Donna, and Michael Gold. "Academics on Non-Standard Contracts in UK Universities: Portfolio Work, Choice and Compulsion." Higher Education Quarterly 61, no. 4 (2007): 439–60. http://dx.doi.org/10.1111/j.1468-2273.2007.00366.x.
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ADEOYE,, Abayomi Olarewaju, and Oluwashola Kikelomo OMOSANYA. "COMPENSATION SYSTEM AND EMPLOYEES PERFORMANCE: A STUDY OF NON-ACADEMICS STAFF OF UNIVERSITIES." LASU Journal of Employment Relations & Human Resource Management 1, no. 1 (2018): 238–45. http://dx.doi.org/10.36108/ljerhrm/8102.01.0152.
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This study explores the relationship between rewards system and employee performance in a public university in Nigeria. The study used descriptive research design. A sample size of 175 respondents was selected to participate in the study out of the population of 1745 employees using stratified sampling technique. Data from both primary and secondary sources were used for the study. Primary data was gathered from employees of Lagos State University with the help of the structured questionnaire to gather necessary and relevant data from the respondents. The data was analyzed using the Statistical Package for Social Sciences (SPSS). It was interpreted in frequencies, percentages and spearman’s rank correlations. The findings were presented using tables and figures. From the results of the tested hypothesis., It shows a strong positive correlation between the dependent and independent variable with the r value of 0.701 which implies that there is a significant relationship between compensation system and employees performance. Therefore, it can be concluded that there is a significant relationship between good compensation system and employees performance. It also demonstrated that a shift from a very narrow based reward structure involving only pay, to one which incorporates other rewards, both intrinsic and extrinsic, which are valued by the modern day workforce such as recognition and empowerment play an essential part in enhancing employee performance. The study recommends that to have a satisfactory and productive workforce, the management of Lagos State University should design and fashion out an effective compensation that is commensurate with the contribution of its non-academic staff as well as in agreement with what is obtainable by other employees in the country.
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Farias, Ana Gesselena Da Silva, Gabriela Silva Cruz, Juliana Costa Rodrigues, Francisco Cezanildo Silva Benedito, Daniel Freire de Sousa, and Ana Caroline Rocha de Melo Leite. "Bio-sociodemographic and economic aspects and their connection to the oral health behavior of Brazilian and non-Brazilian academics." Acta Scientiarum. Health Sciences 41, no. 1 (2019): 42649. http://dx.doi.org/10.4025/actascihealthsci.v41i1.42649.
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The objective of this study is to characterize, relate and compare bio-sociodemographic and economic aspects, hygiene perception, habits and behaviors in the oral health of students recently admitted to an international university. This is a descriptive and quantitative study conducted with 101 Brazilian and non-Brazilian academics. For that purpose, a questionnaire was applied. The data were analyzed and submitted to Fisher’s exact test and Chi-square test. Male and Brazilian students predominated, followed by Guineans. Regarding the perception about oral health, 50.5% of Brazilian academics and 63.3% of non-Brazilian students considered it regular. Of the total participants, more than half of Brazilian and non-Brazilian students brushed their teeth 3 times a day. About dental floss, 98% of Brazilians know it and 76% of non-Brazilian didn’t use it. There was a significant association between the students with age lower than or equal to 18 years and the search for dental care, as well as income above one minimum wage and demand for this type of care. There were similarities and discrepancies between the behavior of Brazilian and non-Brazilian academics. Factors such as age lower than or equal to 18 years and income above one minimum wage positively influenced the search for dental care.
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Maharaj, Ashika. "Academic Mobility and Immigration Trends in South African Higher Education Institutions." Journal of Economics and Behavioral Studies 8, no. 4(J) (2016): 52–66. http://dx.doi.org/10.22610/jebs.v8i4(j).1363.
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This paper seeks to offer an insighton the subject of academic mobility into South African Higher Education Institutions (HEI’s). This is done by examining the current academic landscape in South Africavia a comparisonbetween the profile of South African (SA) academics andexpatriate academics. Currently, SA is facing major skills and staffing shortages locally in terms of Science, Engineering and Agriculture. The Departmentof Higher Education and Training as well as SA universities have advocated to run programmes in scarce skills disciplines through the recruitment of expatriate academics. The research reported in this paper adopted a non-experimental research design of ex post facto type, using a correlational approach. The data used are the statistical records of all academics in South African higher education for the 2005/2010/2014 academic years as provided by the Higher Education Management Information Systems (HEMIS) of SA. Descriptive statistics as well as inferential statistics were also used to analyze the data. The results revealed that there were no significant differences in age between SA and expatriate academics nationally over the three years. A comparison of the academic qualifications of SA and expatriate academics over the three years indicates that expatriate academics are more highly qualified than their SA colleagues, as the majority of the former hold a doctoral degree. The majority of expatriate academics are recruited from SADC countries as well as other African countries. Interestingly enough, the next most frequent major supply region of expatriate academics to South Africa is Europe. WITS and UCT were consistently ranked first and second in terms of the number of expatriate academics employed over the three years. Both are among the leading five higher education institutions in South Africa in terms of their research outputs as well as the number of PhDs per member of staff.
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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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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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Åstebro, Thomas, Serguey Braguinsky, Pontus Braunerhjelm, and Anders Broström. "Academic Entrepreneurship: The Bayh-Dole Act versus the Professor’s Privilege." ILR Review 72, no. 5 (2018): 1094–122. http://dx.doi.org/10.1177/0019793918819809.
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Is the Bayh-Dole intellectual property regime associated with more and better academic entrepreneurship than the Professor’s Privilege regime? The authors examine data on US PhDs in the natural sciences, engineering, and medical fields who became entrepreneurs in 1993–2006 and compare this to similar data from Sweden. They find that, in both countries, those with an academic background have lower rates of entry into entrepreneurship than do those with a non-academic background. The relative rate of academics starting entrepreneurial firms is slightly lower in the United States than in Sweden. Moreover, the mean economic gains from becoming an entrepreneur are negative, both for PhDs originating in academia and for non-academic settings in both countries. Analysis indicates that selection into entrepreneurship occurs from the lower part of the ability distribution among academics. The results suggest that policies supporting entrepreneurial decisions by younger, tenure-track academics may be more effective than are general incentives to increase academic entrepreneurship.
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McGloin, Colleen. "Considering The Work of Martin Nakata's “Cultural Interface”: a Reflection on Theory and Practice by a Non-Indigenous Academic." Australian Journal of Indigenous Education 38, no. 1 (2009): 36–41. http://dx.doi.org/10.1375/s1326011100000570.
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AbstractThis is a reflective paper that explores Martin Nakata's work as a basis for understanding the possibilities and restrictions of non-Indigenous academics working in Indigenous studies. The paper engages with Nakata's work at the level of praxis. It contends that Nakata's work provides non-Indigenous teachers of Indigenous studies a framework for understanding their role, their potential, and limitations within the power relations that comprise the “cultural interface”. The paper also engages with Nakata's approach to Indigenous research through his “Indigenous standpoint theory”. This work emerges from the experiential and conceptual, and from a commitment to teaching and learning in Indigenous studies. It is a reflection of how non-Indigenous academics working in Indigenous studies can contribute to the development and application of the discipline.
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Pratama, Loviga Denny, Wahyu Lestari, and Ahmad Bahauddin. "Game Edukasi: Apakah membuat belajar lebih menarik?" At- Ta'lim : Jurnal Pendidikan 5, no. 1 (2019): 39–50. http://dx.doi.org/10.36835/attalim.v5i1.64.
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Era Industri 4.0 has prompted academics to be able to apply a technology in a learning. However, this condition is still not supported by the availability of learning media used in schools. Therefore, this study aims to describe the response of academics, to educational game in learning. Two hundred twenty one students and fifty-three teachers from Probolinggo were randomly allocated to be the subject of this study. The responses collected with non-test techniques, were analyzed quantitatively and qualitatively. The results indicated educational game gain a positive response and greatly needed by academics. Furthermore, this result can be followed up for media developers and researchers to test the educational game in learning.
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Priaulx, Nicolette, Martin Weinel, Willow Leonard-Clarke, and Thomas Hayes. "Fear and Loathing in Legal Academia: Legal Academics’ Perceptions of Their Field and Their Curious Imaginaries of How ‘Outsiders’ Perceive It." British Journal of American Legal Studies 9, no. 1 (2020): 17–80. http://dx.doi.org/10.2478/bjals-2020-0006.
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AbstractThis article concerns the question of how legal academics imagine ‘outsiders’ perceive legal academia. Centralising our empirical work undertaken at a UK research intensive University which explored the attitudes, beliefs and knowledges of non-legal academics about the field of legal academia, we focus on the findings flowing from benchmarking surveys with legal academics which invited self-evaluations of the field of legal academia as well as imagining how non-legal academics (’outsiders’) might evaluate the field of legal academia. Of particular interest, we note the presence of a curious divergence between self-perceptions of legal academia and their ‘imaginaries’ as to how ’outsiders’ will perceive the field. Supported by a review of the legal scholarly literature, our study reveals a persistently bleak ‘folklore’ surrounding the question of how ‘outsiders’ will regard legal academia – though critically, one which on the basis of our empirical work, finds little root in reality. Providing the first study of its kind, and offering a range of novel analytical techniques, we highlight the significant purchase of empirical meta-disciplinary work of this nature for better understanding legal academia and its relationship with other fields. While undertaken as a scoping study, we identify potential opportunities for raising the profile of legal academia in wider spheres, as well as enhancing opportunities for cross-disciplinary collaboration. As we argue by reference to our findings, part of that work may simply involve legal academics projecting their more positive self-perceptions of their field and the value of their work to the outside world.
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Crick, James M. "Teaching marketing to non-marketers: some experiences from New Zealand and the UK." Education + Training 60, no. 9 (2018): 1070–83. http://dx.doi.org/10.1108/et-03-2018-0063.
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PurposeThe purpose of this paper is to explore how marketing can be taught to students originating from non-marketing or non-business backgrounds (non-marketers), so that academics can engage such students in lectures and tutorials.Design/methodology/approachThe research design involved a qualitative methodology using data from two undergraduate marketing courses (one in New Zealand and one in the UK) that contained a large proportion of non-marketing students. Data were collected from a combination of empirical and archival sources and were analysed using self-reflection techniques, alongside other checks for methodological credibility.FindingsWhen teaching marketing to non-marketing students, it is important to integrate theory with practice to help their learning (e.g. through practical case studies). Marketing educators must also maximise their interactivity with their students and have in-class discussions to engage the cohort. Further, lecturers and tutors should relate marketing theories and concepts with non-business subjects to demonstrate the subject’s relevance to students with limited commercial knowledge. These teaching and learning strategies were important for students intending to become entrepreneurs after graduating from university, as well as those planning to enter paid employment.Originality/valuePrior studies have focussed on teaching marketing to specialist marketing students; however, they have scarcely considered how educators can teach non-specialist marketing to students with non-marketing and non-business backgrounds. This viewpoint solves this research problem, by discussing the best ways that academics can maximise such students’ engagement. It is proposed that the main way that non-marketers can be engaged is through linking marketing with their subjects-of-origin, to demonstrate how marketing activities apply to all organisations and should not be overlooked. A framework is presented, based on the empirical data, to help academics teach marketing to non-marketers. This paper ends with some directions for future research.
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Seyal, Afzaal H., Md Mahbubur Rahim, and Mohd Noah Abd Rahman. "Computer attitudes of non-computing academics: a study of technical colleges in Brunei Darussalam." Information & Management 37, no. 4 (2000): 169–80. http://dx.doi.org/10.1016/s0378-7206(99)00045-2.
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Śliwa, Martyna, and Marjana Johansson. "Playing in the academic field: Non-native English-speaking academics in UK business schools." Culture and Organization 21, no. 1 (2013): 78–95. http://dx.doi.org/10.1080/14759551.2013.828725.
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Brear, Michelle. "Swazi co-researcher participants’ dynamic preferences and motivations for, representation with real names and (English-language) pseudonyms – an ethnography." Qualitative Research 18, no. 6 (2017): 722–40. http://dx.doi.org/10.1177/1468794117743467.
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Using pseudonyms is the accepted and expected ethical practice for maintaining participants’ privacy in qualitative research. However it may not always be ethical, for example in participatory action research (PAR), where academics aim to recognise co-researcher participants’ contributions. I used Bourdieusian theory to analyse data detailing deliberations about, and the dynamic pseudonym-related preferences of, 10 co-researcher participants, generated through an ethnography of PAR in rural Swaziland. The analysis demonstrates the salience of engaging participants in careful deliberations about pseudonyms and the racism and privilege inherent to the practice of White (or otherwise powerful) academics researching and representing non-White (or otherwise marginalized) participants. It further highlights practical strategies academics might employ to facilitate ethical and potentially transformative deliberations with their research participants about pseudonyms, which unmask this racism and privilege.
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Stevens, Philip Andrew. "Academic Salaries in the UK and US." National Institute Economic Review 190 (October 2004): 104–13. http://dx.doi.org/10.1177/002795010419000110.
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We examine the wages of graduates inside and outside of academe in both the UK and US. We find that in both the UK and the US an average graduate working in the HE sector would earn less over his or her lifetime than graduates working in non-academic sectors. The largest disparity occurs throughout the earlier and middle career period and so if people discount their future earnings, the difference will be even greater than these figures suggest. Academics in the UK earn less than academics in the US at all ages. This difference cannot be explained by differences in observable characteristics such as age, gender or ethnicity. This leads us to conclude that the differences in UK and US academic wages are unlikely to be due to differences in the academics themselves, but rather to differences in labour markets generally and in systems of higher education between the two countries, which suggests that there is a strong pay incentive for academics to migrate from the UK to the US.
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Yeatman, Anna. "The Roles of Scientific and Non-Scientific Types of Knowledge in the Improvement of Practice." Australian Journal of Education 40, no. 3 (1996): 284–301. http://dx.doi.org/10.1177/000494419604000306.
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This article discusses the problems posed for an adequate understanding of the multiple inputs into knowledge by the continuing epistemological dominance of scientific knowledge. This dominance is matched by the institutional dominance of academics in relation to practitioners. Practitioner knowledge is to be seen as part of the wider activity of social problem solving, which we would undertake more intelligently if we were able to identify and value the non-scientific knowledge inputs on which it depends as much as on the input of science. The article sees a more inclusive and ‘non-scientistic’ map of knowledge as the central condition for developing genuine partnership and exchange between academics, practitioners, and ordinary knowers. Action research is located as a valuable contribution which science can make to the improvement of practice, but it is not accepted as adequately taking up the non-scientific knowledge components of practice in particular, and social problem solving in general.
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Morell, Alisha, and Claudia Maria Hofmann. "Das Auswahlverfahren für die Einwanderung von Fachkräften nach dem neuen Fachkräfteeinwanderungsgesetz – eine kritische Analyse." Kritische Vierteljahresschrift für Gesetzgebung und Rechtswissenschaft 102, no. 4 (2019): 293–313. http://dx.doi.org/10.5771/2193-7869-2019-4-293.
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The article deals with the Skilled Immigration Act (Fachkräfteeinwanderungsgesetz) which was approved in the Bundestag on June 7 in 2019, with a particular focus on the selection procedure for the immigration of skilled workers. First, it addresses the aims of the law, the essential new regulations and their addressees, as well as the reform proposals discussed so far at national and European level. Second, it critically examines the selection process, both in terms of the requirements and the legal consequences, and then takes a closer look at some of the differences in law between academics and non-academics. The article concludes with observations on labor migration in the context of a human right to work which is guaranteed in a non-discriminatory manner.
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Katz, David. "Hydro-Political Hyperbole: Examining Incentives for Overemphasizing the Risks of Water Wars." Global Environmental Politics 11, no. 1 (2011): 12–35. http://dx.doi.org/10.1162/glep_a_00041.
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Predictions of inevitable and imminent wars over scarce water are routinely made by prominent political figures, academics, journalists, and non-governmental organizations (NGOs). These statements continue to occur despite both a questionable theoretical foundation and little empirical evidence to support them. This study demonstrates that several sets of actors—policymakers, academics, journalists, and NGO activists—each have different incentives to stress and even exaggerate the probability of war over water. This confluence of incentives has likely contributed to an overemphasis in public discourse of the likelihood of water wars.
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Arshad, Alia, and Kanwal Ameen. "Scholarly communication in the age of Google." Electronic Library 35, no. 1 (2017): 167–84. http://dx.doi.org/10.1108/el-09-2015-0171.
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Purpose The purpose of this study is to investigate the use patterns of scholarly e-journals by academics for teaching, research and keeping themselves up-to-date. The study also looks at differences in the use patterns across 12 disciplines. Design/methodology/approach A survey was conducted to explore academics’ use patterns of scholarly e-journals in 12 disciplines. The University of the Punjab was used for the sample population. Self-administered questionnaires were distributed to all regular and contractual academics of Lahore campuses of the University. After follow up, 457 questionnaires were received with a response rate of 54 per cent. Descriptive statistics and non-parametric statistics were used to analyse data. Findings The results showed that the academics made more frequent use of e-journals, online reference sources and discussion with colleagues for scholarly activities. E-journals were used predominantly for research-related activities rather than for teaching and instruction. Academics obtained e-journal articles primarily from open access sources, i.e. general search engines and Google Scholar as compared to subscribed and other sources of e-journal articles. Disciplinary differences were also found in academics’ use patterns of e-journals. However, academics showed just satisfactory skills regarding use of advanced searching techniques and evaluation of the quality of e-journals. Practical implications Findings will be helpful for information professionals to review their policies and practices in relation to e-journal services for academic community. The needs for e-literacy skills to use e-journals will also be identified and findings will be significant for information professionals in arranging information literacy instruction programmes for targeted disciplines. Originality/value Most of e-journals use studies focused on specific disciplines – Sciences, Life Sciences, Engineering and Technology and Social Sciences. This research study is valuable that investigated use patterns of e-journals across 12 different disciplines at the University of the Punjab.
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McKnight, Anthony. "Meeting Country and Self to Initiate an Embodiment of Knowledge: Embedding a Process for Aboriginal Perspectives." Australian Journal of Indigenous Education 45, no. 1 (2016): 11–22. http://dx.doi.org/10.1017/jie.2016.10.
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Social justice is often the primary framework that directs academics to embed Aboriginal perspectives into teacher education programmes. The effectiveness and limitations of social justice as a catalyst and change agent was examined when six school of education academics from an Australian regional university were introduced to Yuin Country as knowledge holder. This paper argues that social justice in Australian education systems can contribute to the colonial control of knowledge production. At the same time, however, social justice may provide a means for non-Aboriginal people to experience Aboriginal ways of knowing and thereby to diversify their thinking. A cultural experience with Yuin Country played a central role in connecting and separating social justice to provide a balance in relatedness, disrupting the colonial emphasis of Western binary thinking that only separates. The academics shared their ideas and feelings in relation to Aboriginal people and culture before, during and after the cultural experience Mingadhuga Mingayung (McKnight, 2015) of two significant Yuin Mountains on the far south coast of New South Wales. The research described in this paper explored the academics’ journey with Country to investigate the role of social justice thinking to unveil and or conceal Aboriginal perspectives as Country.
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Refai, Deema, and Rita Klapper. "Enterprise education in pharmacy schools." International Journal of Entrepreneurial Behavior & Research 22, no. 4 (2016): 485–509. http://dx.doi.org/10.1108/ijebr-07-2015-0162.
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Purpose – The purpose of this paper is to investigate implementation of enterprise education (EE) through experiential learning, and its relevance to pharmacy education in the UK Higher Education Institutions. Design/methodology/approach – The paper characterises the state of pharmacy EE using Fayolle’s (2013) generic teaching model in EE and Kolb’s (1984) experiential learning theory as underlying conceptual and theoretical frameworks. The paper focuses on how EE takes place through approaches employed within experiential learning to develop graduates’ enterprise skills, and investigate the challenges faced within institutional contexts. The paper draws on qualitative empirical approach using the social constructionist paradigm to investigate experiences of pharmacy academics. Findings – The study identifies four Aspects of Experiential Learning in the context of EE (AELEE), which extend both Fayolle’s and Kolb’s frameworks. Research limitations/implications – The research focuses solely on views of academics in UK pharmacy schools, and is of qualitative nature. This could limit the generalisability of results, yet also offer deeper sector-specific insight into EE. Practical implications – Findings provide insights into the difficulty of positioning EE in non-business schools and the hurdles academics face. Findings are expected to encourage enterprise educators to design EE programmes that consider the institutional context. Originality/value – The research makes a significant contribution to existing EE literature with its non-business sector specificity and its focus on academics. Hence, the study responds to Fayolle’s (2013) call for more research into EE with focus on the educator, and deeper connections between EE and education literature.
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MacFarlane, Anne, and Catherine O'Donnell. "Who are we and where are we going? Primary care academics in non-clinical posts." Primary Health Care Research & Development 15, no. 01 (2013): 96–103. http://dx.doi.org/10.1017/s1463423612000540.
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Feldman, Gregory. "The Virtues of Theory: How Some Academics Succeeded – Big Time – in Reaching Non-Academic Audiences." Anthropological Forum 29, no. 2 (2019): 185–87. http://dx.doi.org/10.1080/00664677.2019.1586160.
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Ferretti, Marco, Salvatore Ferri, Raffaele Fiorentino, Adele Parmentola, and Alessandro Sapio. "What drives the growth of academic spin-offs? Matching academics, universities, and non-research organizations." International Entrepreneurship and Management Journal 16, no. 1 (2018): 137–63. http://dx.doi.org/10.1007/s11365-018-0497-4.
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Franco-Leal, Noelia, Danny Soetanto, and Carmen Camelo-Ordaz. "Do they matter? The role of non-academics in the internationalization of academic spin-offs." Journal of International Entrepreneurship 14, no. 3 (2016): 410–40. http://dx.doi.org/10.1007/s10843-016-0184-x.
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Giannattasio, Arthur Roberto Capella, Débora Roma Drezza, and Maria Beatriz Wehby. "In/on applied legal research: Pragmatic limits to the impact of peripheral international legal scholarship via policy papers." Leiden Journal of International Law 34, no. 3 (2021): 571–83. http://dx.doi.org/10.1017/s0922156521000315.
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AbstractThis article examines the limits that academics from peripheral countries might encounter while trying to influence the decision-making process inside an international organization. Although there are different mechanisms whereby academia might influence non-academic debates, we highlight here the use of policy papers, in order to examine and discuss the non-textual barriers which might be faced by those academics. After an analysis of primary sources this article presents some pragmatic limits in the use of policy papers and discusses the consequences of this condition for the legitimation of international organizations. As such, relevant international organizations still seem to be unresponsive to some initiatives in particular: closed to the spontaneous participation of academia; and not willing to call for contributions from academic communities. This is particularly relevant for contributions from peripheral academia and other non-state actors, who lack the capability to disturb the traditional ideational power exercised by core (Western) countries and by state-centric ideology in current international law.
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Cristancho Triana, Gerson Jaquin, Fabian Arley Ninco Hernández, Yezid Alfonso Cancino Gómez, Laima Catherine Alfonso Orjuela, and Pedro Elías Ochoa Daza. "Aspectos clave del plan de negocios para emprender en el contexto colombiano." Suma de Negocios 12, no. 26 (2021): 41–51. http://dx.doi.org/10.14349/sumneg/2021.v12.n26.a5.
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Entrepreneurs require business plan models academically validate that allow the correct structuring of business ideas, therefore the aim of this paper is to determine the most relevant components should have to include in a business plan from the expertise and perception both academics and graduated community, that favor the establishment of nascent ventures. It was developed descriptive and correlational research, non-experimental, transversal with a quantitative approach, 440 surveys were answered by academics, university students, and professional graduated. The results indicate that the legal component is the most relevant because to the legal context concerning the creation of a company, followed by the financial module due to the implications in the protection of shareholders and the possible risks and obligations; It should be noted that for academics, the logistics component is more relevant, In contrast, graduate professionals consider the strategic, the sales and marketing components be more significant.
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Hanum, Farida. "MODEL PENYELENGGARAAN PENDIDIKAN SEKOLAH ISLAM TERPADU (STUDI KASUS DI SDIT AL-BIRUNI MAKASSAR)." Dialog 38, no. 2 (2015): 177–88. http://dx.doi.org/10.47655/dialog.v38i2.43.
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This study aims at determining an alternative model of education in SDIT Al-Biruni Makassar in South Sulawesi by utilizing qualitative methods. The results of this study indicated that: (a) Integrated Islamic school model that incorporates general and religious subjects is able to generate students with competitive excellences in academics, non-academics, religion and social relation; (b) the access to this alternative model of education is currently limited to wealthy Muslims, due to the expensive school fees, (c) the Ministry of Religious Affairs should provide constructive supports to the alternative model of Islamic schools developing in the community.
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Toader, Alina, and Janine Dahinden. "Family configurations and arrangements in the transnational mobility of early-career academics: Does gender make twice the difference?" Migration Letters 15, no. 1 (2018): 67–84. http://dx.doi.org/10.33182/ml.v15i1.339.
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Previous studies have pointed out the highly gendered character of academia in general and international mobility in particular: women academics are confronted with a ‘glass ceiling’, and they are less geographically mobile than men, mainly as a result of family obligations. This paper examines whether gender plays twice a role in how women and men consider family arrangements in regard to a long-term post-PhD period of transnational mobility. Using data from an online survey and face-to-face interviews at the Universities of Cambridge and Zurich, we focus first on family configurations when academics decide to become mobile, then on how the family arrangements evolve while abroad. We show that the transnational mobility of academics has become more complex and varied than the ‘classical model’ of mobile academic men and non-mobile or ‘tied mover’ women. While having a child continues to impact gender roles, institutional characteristics in the context of mobility also play a role that needs to be further analysed.
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Ahmad, Saima, Rukhsana Kalim, and Ahmad Kaleem. "Academics’ perceptions of bullying at work: insights from Pakistan." International Journal of Educational Management 31, no. 2 (2017): 204–20. http://dx.doi.org/10.1108/ijem-10-2015-0141.
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Purpose Despite an extensive history of research into workplace bullying and the psychosomatic harm associated with it in western contexts, research into the occurrence and manifestation of bullying behavior in the academic workplaces of non-western countries is sparse. In response to this gap, the purpose of this paper is to start a research conversation by reporting an empirical enquiry into the occurrence, forms and perceptions of workplace bullying among academics in Pakistan. Design/methodology/approach This study was conducted with a representative sample of academics in a large Pakistani province through a cross-sectional survey. Findings This study reveals that workplace bullying is prevalent among academics in the Pakistani context, with up to half of them regularly exposed to practices such as excessive work monitoring, undermining of professional competence, lack of recognition of work contributions and obstruction of important work-related matters. Research limitations/implications The findings underscore the need for developing broader institutional actions, clear policies and grievance procedures to discourage bullying at work in Pakistan. Higher educational managers will find the results useful for development of anti-bullying policies and codes of conduct. Originality/value This is the first study to examine the perceptions, occurrence and demographic risk factors associated with workplace bullying among academics in the Pakistani context.
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Garcia-Torea, Nicolas, Carlos Larrinaga, and Mercedes Luque-Vílchez. "Academic engagement in policy-making and social and environmental reporting." Sustainability Accounting, Management and Policy Journal 11, no. 2 (2019): 281–90. http://dx.doi.org/10.1108/sampj-03-2019-0123.
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Purpose This paper aims to document and discuss the involvement of a group of Spanish academics in the process of social and environmental reporting regulation to reflect on the role of accounting academics in regulatory processes. Design/methodology/approach The paper describes the long-standing engagement of a group of Spanish scholars in social and environmental reporting regulation, with a particular focus on the transposition of the EU Directive 2014/95/EU on non-financial information to the Spanish legislation. Findings Despite failures and mistakes in the engagement history of those scholars with different regulatory processes, academics problematized social and environmental reporting regulation, bridged the gap between regulation and practice, and facilitated the debate about social and environmental reporting. This long-term and collective engagement generated the intellectual capital that allowed researchers to provide their perspectives when the Spanish political process was ripe to move such regulation in a progressive direction. Practical implications The paper remarks two important aspects that, according to the reported experience, are required for academics to engage in social and environmental reporting regulation: developing long-standing research projects that enable the accumulation of intellectual capital to effectively intervene in regulatory processes when the opportunity arises; and nurturing epistemic communities seeking to promote corporate accountability was fundamental to circulate ideas and foster the connection between academics and policymakers. This long-term and collective perspective is at odds with current forms of research assessment. Social implications Academics have a responsibility to intervene in regulatory processes to increase corporate transparency. Originality/value The experience reported is unique and the authors have first-hand information. It spans through two decades and extracts some conclusions that could feed further discussions about engagement and, hopefully, encourage scholars to develop significant research projects.
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Khan, Maryam, and Sana Zeb. "Academic Conversation: A Case to Exemplify the Influence of Non-Verbal Communication on Human Interaction." NUST Journal of Social Sciences and Humanities 7, no. 1 (2021): 79–98. http://dx.doi.org/10.51732/njssh.v7i1.68.
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The present study tried to highlight the influence non-verbal communication has on human interaction; academic conversation is specified to exemplify this construct for other spheres of life. It addresses whether teachers’ non-verbal communication has an influence on students’ performance, the students’ perception regarding the non-verbal communication in academics and their respective impact were explored. Literature reflects that non-verbal communication has a significant role in human interactions; it not only elaborates but certainly clarifies the verbal message. The present study was devised to get subjective perceptions of students on board for presenting behavioural upshots serving academics. The sample of 37 Pakistani students of Quaid-i-Azam University within an age range of 19 to 24 years (M= 22.8, SD=1.77) responded to semi-structured interviews and their opinions were recorded in the form of interview transcriptions. Conventional content analysis was used for the analysis of data and categories were adjusted under two broader themes; perceived strong predictors of performance and perceived hurdles for students learning. Almost all individuals responded that non-verbal communication of teacher can be more influential than words. Findings of the study have great implications for behavioural management of people; teacher-student and other human interactions.