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Relevant bibliographies by topics / University academic

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Academic literature on the topic 'University academic'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "University academic"

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AKBAY, Sinem Evin, and Ayca DELIBALTA. "Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism." Eurasian Journal of Educational Research 20 (October 26, 2020): 1–20. http://dx.doi.org/10.14689/ejer.2020.89.8.

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Alnahdi, Asma Sami, and Mariya Aftab. "Academic Stress, Study Habits and Academic Achievement among University Students in Jeddah." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (2020): 97–104. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201138.

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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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Chatziioanou, Alypios, and Edward Sullivan. "University Technology and Research Parks." Industry and Higher Education 18, no. 2 (2004): 125–29. http://dx.doi.org/10.5367/000000004323051903.

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This paper discusses the history, prospects and impacts of university technology and research parks. The main question addressed is: what are the short-term and long-term impacts of such parks on engineering education and its mission? The first technology park, at Stanford, and other early parks are used as examples to assess some of these impacts. Most of the short-term impacts are positive: the parks provide more options for academic staff and students, enable rapid technology transfer and offer improved funding for academia. The longer-term impacts however, including the potential loss of academic independence and diversity as well as a reduction in the classroom involvement and availability of academic staff tend not to be closely Monitored. Programmes, curricula and academics' interests have been observed to shift in concert with commercial priorities. A better balance between short-term success and long-term benefits should be sought in future technology park developments.

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

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Most Australian universities still uphold the tradition that an academic's work is performed for the greater public good, and that it is therefore necessary to donate back at least the copyright in the academic's scholarly work to the academic, so that the work may be freely disseminated. However, faced with tighter and tighter budgets, the same universities are increasingly turning to commercial partnerships to add to their revenue. The intellectual property created by academics in the course of their employment, if commercially exploited, is potentially a valuable source of revenue to the university. As a result, there is the prospect of growing conflict between academics and their universities over copyright ownership, and the erosion of the tradition of academic ownership of copyright in scholarly works. Simultaneously, the notion that an academic is paid for the whole of his or her time is being eroded by the trend toward sessional teaching. Nevertheless, the recent case Victoria University v Wilson illustrates that an academic can still owe fiduciary duties to his or her university capable of covering work performed outside the academic's scope of employment.

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Evans, Linda. "University professors as academic leaders." Educational Management Administration & Leadership 45, no. 1 (2016): 123–40. http://dx.doi.org/10.1177/1741143215578449.

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In the UK the title ‘professor’ is generally applied only to the most senior academics – equivalent to North American full professors – and whom anecdotal evidence indicates to be often unprepared for the increasingly expansive academic leadership roles that they are expected to fulfil. The study reported in this paper was directed at exploring the reliability of such evidence, and the ways in which professors develop or prepare themselves, or are developed or prepared by others, for what are generally considered their professorial academic leadership roles. Data were gathered by questionnaires and interviews, revealing that excessive professorial workloads often result from confusion about what constitutes academic leadership and precisely what and how much is expected of professors. Yet despite an evident dearth of ‘official’, designated, academic leadership preparation and/or development provision, professors were resourceful in drawing upon their experience, networks and intellectual capacity to develop ways of becoming and being effective members of the professoriate.

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Zawadzki, Michał, and Tommy Jensen. "Bullying and the neoliberal university: A co-authored autoethnography." Management Learning 51, no. 4 (2020): 398–413. http://dx.doi.org/10.1177/1350507620920532.

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The purpose of this article is to deepen the understanding of academic bullying as a consequence of neoliberal reforms in a university. Academics in contemporary universities have been put under pressure by the dominance of neoliberal processes, such as profit maximization, aggressive competitiveness, individualism or self-interest, generating undignifying social behaviours, including bullying practices. The presented story takes us – a junior academic and his conceptual encounterer – through our remembered experiences and field notes around a set of workday events in one European university reformed through managerial solutions as the object of the study. To do that, we employ co-authored analytic autoethnography to learn how neoliberal solutions reinforce paternalistic relationships as significant in career development, how such solutions enable the bullying of young academics and how neoliberalism in academia prevents young academics from contesting bullying. We are particularly interested in the bystander phenomenon: a person who shies away from taking action against bullying and thus strengthens bullying practices.

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Willis, Deborah. "Academic involvement at university." Higher Education 25, no. 2 (1993): 133–50. http://dx.doi.org/10.1007/bf01384745.

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Porras, Jheniffer Fabiola Castro. "Self-regulated Learning and Academic Stress in University Students." Revista Gestão Inovação e Tecnologias 11, no. 3 (2021): 719–26. http://dx.doi.org/10.47059/revistageintec.v11i3.1970.

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Dissertations / Theses on the topic "University academic"

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Holzer, Susanna. "University Choice, Equality, and Academic Performance." Doctoral thesis, Växjö universitet, Ekonomihögskolan, EHV, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6181.

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This thesis consists of three essays that examine issues on university attendance behavior, factorsof university completion, and the labor market value of a university diploma in Sweden. Essay [I] analyzes how the rapid expansion of higher education that increased the geographicalaccessibility to higher education in the 1990s affected university enrollment decisions amongvarious socioeconomic groups of young adults in Sweden. The empirical findings show that theprobability of enrollment in university education increases with accessibility to universityeducation. The results also indicate that accessibility adds to the likelihood of attending auniversity within the region of residence. Access to higher education more locally seems to havedecreased the social distance to higher education, meaning that the option of attending highereducation, as compared to entering the local labor market after upper secondary school, hasbecome a more common and a more natural alternative for more socioeconomic groups insociety. Essay [II] compares the performance of students in universities built before and after the largedecentralization and expansion of the higher educational system in Sweden, starting in the late1970s. Two outcome measures are used: (i) whether or not the student has obtained a degreewithin seven years after she initiated her studies; and (ii) whether or not she obtained 120 creditpoints (the requirement for most undergraduate degrees) within seven years. Controlling forseveral background variables as well as GPA scores in a binomial probit model, we show thatstudents at old universities are about 5 percentage points more likely to get a degree and about 9percentage points more likely to obtain 120 credit points. However, in an extended bivariatemodel where we consider selection on unobservables into university type, we cannot reject thepossibility of no difference in performance between the two university types. Essay [III] analyzes the labor market value of a university diploma (sheepskin) in Sweden. Incontrast to previous studies, this study only focuses on Swedish university students who havethree years of full time university education or more − where some have obtained a universitydegree, others not. The results show that for male students, the wage premium of possessing adegree, i.e. the sheepskin effect, is roughly 5-8 percent. For women, it is about 6-7 percent forthose who have completed four years of fulltime or more. For students who attended a moreprestigious university in the metropolitan areas in Sweden and majored in the natural sciences, asheepskin effect of roughly 13 percent for men and 22 percent for women is traced. However,this result did not hold among students who attended. Keywords: Higher education, university enrollment; university choice; accessibility; universitycompletion; selection bias; propensity score matching, sheepskin, human capital.

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Read, Mary. "Reconfiguring academic identities : the experience of business facing academics in a UK university." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5819.

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The university sector at the beginning of the 21st Century is shifting in response to national and global changes in the role and purpose of Higher Education. Some universities, including the University of Hertfordshire, have chosen to focus attention on engagement with business and commerce. This practice based research examines the experience of academics in relation to the new challenges posed by this strategic development. There are three threads of investigation; interviews, examination of key concepts and the practitioner dimension. Drawing on a qualitative and constructivist approach, individual interviews with a range of business facing academics explore their experience of engaging with new activities. My perspective, as a manager of business facing academics, provides an important thread and situates the work firmly in the practice context. The implicit expectations arising from strategic positioning as a business facing university are examined. A conceptual framework is established with a focus on the nature of business facing activity, including its relationship with traditional forms of teaching and research, learning through work in the Higher Education setting and the idea of an enabling local context. The research found that amongst those undertaking business facing activity, academic identity is a fluid and multi-faceted construct reconfigured through experience and learning in the workplace; by its nature not easily defined, labelled or bounded. The challenge for universities is to nurture and sustain individuals in the creation and use of academic identities, in order to meet the undoubted challenges to come. This requires a forward looking, inclusive and innovative stance, resisting the temptation to judge current academic identities by the established notions of the past. Management of academics involved in business facing activity requires a more flexible, trusting and individual approach than is traditionally seen in universities.

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Patrick, Helen. "Academic staff in university departments of education." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/35660.

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This study arose out of a research project on teacher education in England and Wales which was funded by the Department of Education and Science and which was based at the University of Leicester School of Education from 1979 to 1982. The study aimed to explore the ambivalence and ambiguity which, the literature suggested, were inherent in the enterprise of training teachers in universities. Empirical data on university teachers of education were collected by questionnaire and interview and the findings are considered within a number ofS contexts. In university departments of education university teachers train students to become school teachers. The first context examined in the study is the sociology of occupations which is used as a framework within which to compare and contrast the two occupations of university teaching and school teaching. University teachers and school teachers are thus established as reference groups for university teachers of education. Next the study considers the role of these reference groups within the context of the history of teacher education in the universities. In the central part of the study data on the social, educational and occupational backgrounds of university teachers of education are considered in relation to the two reference groups of school teachers and university teachers. Data on the nature of the work undertaken by university teachers of education are also examined in this context. The study then explores the context of occupational constraint and control, comparing and contrasting teacher education in the universities with university teaching in other subjects and with school teaching. The role of ideology in teacher education is then analysed as a context within which to view the nature of ideology in teacher education in the universities, again drawing on empirical data from questionnaires and interviews. In the final chapter additional data are presented to bring together the findings and interpretations presented in the body of the study.

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Sunida, Siripak Pantipar Tingsabhat. "Job satisfaction of academic staff in Mahidol University /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd395/4737489.pdf.

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Takagi, Kristy King. "Predicting Academic Success in a Japanese International University." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/127937.

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CITE/Language Arts<br>Ed.D.<br>The purpose of this study was to determine which types of student application information, as well as demographic information obtained through a questionnaire after matriculation, best predicted later academic performance in an international English-medium university in Japan, and to examine the "big picture" of how cognitive and non-cognitive variables interact over time in accounting for student success in an English for Academic Purposes (EAP) program and in the regular university program. The study was divided into three parts that separately examined student application information, university entrance examinations, and the larger picture of student success. In the first part of the study, a hierarchical multiple regression was employed to determine the extent to which a variety of variables derived from application information predicted grade point average (GPA) in the EAP program, as well as first-year GPA and final GPA in the regular university program. The independent variables examined in the main regression analysis were: high school grade point average (HSGPA); ITP TOEFL scores obtained in April of the students' first year at the university; and hensachi rankings of the students' high schools. Results indicated that HSGPA was a consistently significant predictor of all levels of university GPA. ITP TOEFL scores significantly predicted EAP GPA, and <italic>hensachi<br>Temple University--Theses

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Ortiz, Yesenia. "The influence of perceived social support, academic self-concept, academic motivation, and perceived university environment on academic aspirations /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1404349151&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Lu, Su-Huei, and Ling-Fang Wei. "Displays and exhibitions in university libraries." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105687.

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The purpose of this paper is to examine the displays and exhibitions in university libraries. It was conducted by questionnaire survey on six theses: Frequency and purpose, Staffing, Funding, Space and safeguards, Subjects, materials and sources, and Marketing. The results reveal that most libraries held displays and exhibitions and thought displays and exhibitions as marketing and educational ser-vices to patrons. But supporting resources such as staffing, funding, space, security, and facilities were informal and scant. To improve the displays and exhibitions, this paper suggests that libraries should pay more resources and concerns on displays and exhibitions to achieve the marketing and educational goal. Besides, librarians play important roles in displays and exhibitions. To plan a professional and successful displays and exhibitions, librarians need more support on training, display knowledge and credits.

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Bohall, Steven T. "Academic freedom and tenure in a church-related university." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3189146.

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Thesis (Ed.D.)--Indiana University, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3226. Chair: Edward P. St. John. Title from dissertation home page (viewed Oct. 10, 2006).

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Boardman, Paul Craig. "University research centers and the composition of academic work." Diss., Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-11172006-161054/.

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Thesis (Ph. D.)--Public Policy, Georgia Institute of Technology, 2007.<br>Barry Bozeman, Committee Member ; Juan Rogers, Committee Chair ; Diana Hicks, Committee Member ; Gordon Kingsley, Committee Member ; Phil Shapira, Committee Member.

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McSwiney, Carolyn M(Carolyn Mary) 1942. "Internationalisation of the university implications for the academic library." Monash University, School of Information Management and Systems, 2001. http://arrow.monash.edu.au/hdl/1959.1/9301.

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Books on the topic "University academic"

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Maxino, Marcelino C. Academic freedom: Quo vadis? Silliman University, 2013.

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Goff, Philip. University of London academic dress. University of London Press, 1999.

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Prasher, Ram Gopal. India's university libraries. Medallion Press, 2002.

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British university libraries. Haworth Press, 1989.

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Guam, University of. Academic master plan. The University, 1990.

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Podolsky, Arthur. Academic libraries, 1988. National Center for Education Statistics, U.S. Dept of Education, Office of Educational Research and Improvement, 1990.

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Foundation, Western Washington University. Academic resource book. Western Washington University Foundation, 2002.

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University, Brunel. Academic plan, 1st April 1987. Brunel University, 1987.

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Chateh, Peter. What librarians for our university libraries. 2nd ed. Magnolian Publishers, 2011.

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Szögi, László. University libraries in Hungary. The Board of University Library Directors, 2003.

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Book chapters on the topic "University academic"

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Feigl, Claudia. "A University of Objects." In Academic Showcases. Böhlau Verlag, 2015. http://dx.doi.org/10.7767/9783205201519-004.

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Westa, Sina. "What Does Academic Freedom Mean for Academics?" In The University as a Critical Institution? SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-116-2_5.

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Godfrey, Jeanne. "What academic writing looks like." In Writing For University. Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-53188-9_2.

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Smyth, John. "Introduction: ‘Getting an Academic Life’." In The Toxic University. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54968-6_1.

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Rowlands, Julie. "The Academic Board and Academic Quality Assurance." In Academic Governance in the Contemporary University. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2688-1_10.

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Jones, Sandra. "Academic Leadership." In Pedagogic Frailty and Resilience in the University. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-983-6_12.

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Myers, Christine D. "Academic Student Life." In University Coeducation in the Victorian Era. Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230109933_4.

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Godfrey, Jeanne. "Myths and facts about academic writing." In Writing For University. Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-53188-9_1.

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Blass, Eddie. "The Australian Academic Profession in Transition." In The Creative University. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-245-7_6.

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Reinikainen, Lasse, and Heléne Zetterström Dahlqvist. "Curating an Exhibition in a University Setting." In Academic Autoethnographies. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-399-5_5.

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Conference papers on the topic "University academic"

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Motta, Claudia, Carlo Oliveira, Mauricio Bomfim, and Marcia Cardoso. "ACADEMIC NETWORK TANGIBILIZING UNIVERSITY LEGACY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1736.

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Chowdhury, Aparajita, Aino Ahtinen, and Kirsikka Kaipainen. ""The superhero of the university"." In AcademicMindtrek '20: Academic Mindtrek 2020. ACM, 2020. http://dx.doi.org/10.1145/3377290.3377304.

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Ríos-Aguilar, Rolando. "EX ANTE ANALYSIS TO EXPLORE THE PROVISION TO PAY SUSTAINABLE UNIVERSITY SERVICES IN THE UNIVERSITY CITY OF AUTONOMOUS UNIVERSITY OF COAHUILA, UNIT TORREÓN, MEXICO." In 51st International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.051.035.

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"Using a Large Centrifuge for Academic Research." In University of Sheffield Engineering Symposium. USES, 2015. http://dx.doi.org/10.15445/01022014.28.

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Sedláková, Eva, Alžběta Vaňková, and Aneta Chytilová. "ACADEMIC SELF-EFFICACY AMONG UNIVERSITY STUDENTS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1060.

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Aunurrahman, Aunurrahman, Fuad Abdul Hamied, and Emi Emilia. "Modeling Academic Writing for University Students." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.1.

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Calfee, Akota, and Matthew Nelson. "The Thunderstorm Project—Iowa State University." In 2016 Academic High Altitude Conference. Iowa State University Digital Press, 2017. http://dx.doi.org/10.31274/ahac.5562.

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Eiler, Austin N., Austin J. Langford, Benjamin S. Geadelmann, James Flaten, and Ryan Bowers. "University of Minnesota–Twin Cities Modifications to the Montana State University Telemetry System for Stratospheric Eclipse Ballooning." In 2017 Academic High Altitude Conference. Iowa State University Digital Press, 2017. http://dx.doi.org/10.31274/ahac.633.

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Papalias, T. A., R. B. Gonzalez, and F. Gurtovoy. "Academic Development in Test Engineering." In 2006 16th Biennial University/Government/Industry Microelectronics Symposium. IEEE, 2006. http://dx.doi.org/10.1109/ugim.2006.4286357.

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Doró, Katalin. "Source distortion in patchwritten EFL academic texts." In University of Zagreb Round Table 2016. Filozofski fakultet u Zagrebu, FF-Press, 2017. http://dx.doi.org/10.17234/uzrt.2016.10.

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Reports on the topic "University academic"

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Rasmussen, Einar, Paul Stephen Benneworth, and Magnus Gulbrandsen. How academic entrepreneurship meets the university: university spin-offs in stakeholder networks. Center for Higher Education Policy Studies, 2015. http://dx.doi.org/10.3990/4.2589-9716.2015.11.

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Kopelyan, Sofya. Academic ‘boundary work’ in a regionally engaged university. University of Stavanger, 2018. http://dx.doi.org/10.3990/4.2535-5686.2018.10.

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

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Reuter, Peter, Bridget Forster, and Sierra Brister. The Influence of Eating Habits on the Academic Performance of University Students. Florida Gulf Coast University Library, 2019. http://dx.doi.org/10.24049/fs0001.

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Guarín, Arlen, Sebastián Londoño, Carlos Alberto Medina-Durango, Julieth Parra, Christian Manuel Posso-Suárez, and Carlos Eduardo Vélez. Estimating the effect of attending a public versus a private university in Colombia on academic achievement. Banco de la República, 2016. http://dx.doi.org/10.32468/be.968.

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Sloan, Carol. Planning for Academic Success: Survey of University Professors' Assessments of Non-native Students' Language Skill Needs. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6661.

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Yu, Han, and Naci Mocan. The Impact of High School Curriculum on Confidence, Academic Success, and Mental and Physical Well-Being of University Students. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24573.

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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2022.

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Gordon, Shannon, and Alison Hitchens. Library Impact Practice Brief: Supporting Bibliometric Data Needs at Academic Institutions. Association of Research Libraries, 2020. http://dx.doi.org/10.29242/brief.waterloo2020.

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This practice brief presents research conducted by staff at the University of Waterloo Library as part of the library’s participation in ARL’s Research Library Impact Framework initiative. The research addressed the question, “How can research libraries support their campus community in accessing needed bibliometric data for institutional-level purposes?” The brief explores: service background, partners, service providers and users, how bibliometric data are used, data sources, key lessons learned, and recommended resources.

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Still, C. H., R. M. Ferencz, R. J. Hoekstra, et al. ASC Predictive Science Academic Alliance Program (PSAAP) II Review of the Carbon Capture Multidisciplinary Science Center (CCMSC) at the University of Utah. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1251053.

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