Relevant bibliographies by topics / University academics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'University academics'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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

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Drawing on the theory of planned behavior, this study investigates the impact of academics' perception of university context on their engagement with industry via the mediation of academics' intention to industrial collaborations. The third mission and supportive policy were put forward as two university influence factors. From analysis results of 564 questionnaire responses, we found that academics' perception of university context had significant effect on academic engagement. In addition, the relationship between university mission, supportive policy and academics' industrial engagement were partially mediated by academics' intention to industrial collaboration.
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Zukas, Miriam, and Janice Malcolm. "Learning academic work practices in discipline, department and university." Journal of Workplace Learning 29, no. 7/8 (2017): 512–23. http://dx.doi.org/10.1108/jwl-04-2016-0025.

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Purpose This paper aims to examine the everyday practices of academic work in social science to understand better academics’ learning. It also asks how academic work is enacted in relation to the discipline, department and university, taking temporality as its starting point. Design/methodology/approach The study sought to trace academic activities in practice. Within three universities, 14 academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and where possible connections and interactions were traced (including beyond the institution). This paper reports on a subset of the study: the academic practices of four early-career academics in one discipline are analysed. Findings Email emerges as a core academic practice and an important pedagogic actor for early career academics in relation to the department and university. Much academic work is “work about the work”, both in and outside official work time. Other pedagogic actors include conferences, networks and external Web identities. Disciplinary work happens outside official work time for the most part and requires time to be available. Disciplinary learning is therefore only afforded to some, resulting in structural disadvantage. Originality/value By tracing non-human and human actors, it has emerged that the department and university, rather than the discipline, are most important in composing everyday work practices. A sociomaterial approach enables researchers to better understand the “black box” of everyday academic practice. Such an approach holds the promise of better support for academics in negotiating the demands of discipline, department and university without overwork and systemic exploitation.
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Basak, Sujit Kumar. "Comparison of University Academics Job Factors: Satisfaction and Dissatisfaction." Journal of Economics and Behavioral Studies 6, no. 6 (2014): 500–508. http://dx.doi.org/10.22610/jebs.v6i6.511.

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The aim of this paper is to compare the university academics job satisfaction factors and job dissatisfaction factors. This aim is achieved by identifying the factors that affect academics job satisfaction and dissatisfaction. The main results of this study were concluded by comparing the satisfaction factors and dissatisfaction factors for university academics from the existing literature. The novelty of this study is the use of a significant body of the existing literature has focused on the factors affecting university academics in terms of job satisfaction and job dissatisfaction to get the aim. The findings would help to know for university academic factors affect for satisfaction and dissatisfaction.
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Fithri, Prima, Rida Rahim, Donard Games, Alizar Hasan, and Ikhwan Arief. "Identification of Internal Academic Factors Affecting Academic Entrepreneurship: A Case Study." Jurnal Optimasi Sistem Industri 20, no. 2 (2021): 72–82. http://dx.doi.org/10.25077/josi.v20.n2.p72-82.2021.

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Academic Entrepreneurship is an entrepreneurial activity conducted by scientists/academics who market their research results commercially to achieve specific economic benefits or rewards. This research focuses on academic entrepreneurship that occurs at Andalas University. There is still a lack of academics whose research products for commercialization are about 22.73%. It is because there are factors that influence academic entrepreneurship activities at Andalas University. One of them is the internal academic factor. The internal factors are Control System, Organizational Culture, Human Resource Management System, Organizational Structure, and Academic Leadership Behavior. The purpose of this study is to analyze the university's internal factors on academic entrepreneurship. This research uses a quantitative approach derived from 106 Andalas University academics with Structural Equation Modelling (SEM) methods with SmartPLS Software. The result obtained in this study is that the control system exerts a positive and negative influence on academic entrepreneurship. In contrast, other factors have a significant positive influence on academic entrepreneurship. The research results show that the university's control system, organizational structure, and human resources had no significant positive effect on academics at Andalas University. Meanwhile, entrepreneurial behavior and organizational culture have a significant positive effect on academic entrepreneurship at Andalas University. Further research should be analyzed for all universities with innovative products and are ready for commercialization throughout Indonesia. This research is still a case study and needs to be developed.
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Abedalqader, Husain, and Samir Abuznaid. "Organizational Justice and its Relationship to Organizational Commitment in Palestinian Universities." Randwick International of Social Science Journal 3, no. 4 (2022): 923–40. http://dx.doi.org/10.47175/rissj.v3i4.569.

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The study aimed to identify organizational justice and its relationship to organizational commitment of academics in Palestinian universities. The descriptive analytical approach was used, and a questionnaire was developed for the purpose of the study. The population consisted of all academics (826) at the universities of Hebron and Jerusalem, from which a random sample of 130 employees was taken. The results indicate that academics enjoy their vacations freely, that top administration delegates them some responsibilities, that university administration evaluates academics fairly and equally and assigns them work requirements and tasks that commensurate with their level of scientific expertise, and that academics receive promotions without delay. The administration takes into account the academics’ personal considerations when making career decisions and treats them with respect and dignity when decisions need to be made about their employment. Academics are satisfied with their jobs, and the work climate is appropriate at the universities. Universities provide health insurance for academics and their families, and academics’ loyalty to the university will never waver. Academics participate in departmental decision-making. However, the findings suggest that the role of academic oversight on academic performance at Palestinian universities be activated, including the positive monitoring role of the Palestinian Ministry of Higher Education. Monitoring includes positive oversight of performance and advancement of various university programs to ensure that they address the needs of the Palestinian society. The positive interventions of senior management in universities have a significant impact on motivating and guiding academics. Therefore, the researchers recommend activating and strengthening the positive management role of university administration while staying away from negative interventions. Such intervention would improve academics’ performance, encourage creativity and innovation and enhance knowledge of academics.
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Banfield, Grant, Helen Haduntz, and Alpesh Maisuria. "THE (IM)POSSIBILITY OF THE INTELLECTUAL WORKER INSIDE THE NEOLIBERAL UNIVERSITY." Educação & Formação 1, no. 3 set/dez (2016): 3–19. http://dx.doi.org/10.25053/edufor.v1i3.1974.

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The university was born and has always existed in tension between the impulse to human freedom and resignation to the constraining powers of church, state and capital. In this era of neoliberalism where the global domination of capital is almost complete, the university has succumbed. The time has come to de-colonise, to de-capitalise and to build anew the universality (the university) of human freedom. In opening conversation around this provocation, work is drawn from a research project entitled The Changing Nature of University Academic Work. The project is an ongoing qualitative study employing in-depth interviews with Australian and English academics. It aims to shed light on how academics interpret changes over time to universities and their own day-to-day work. The analysis of interview data has revealed three dominant but inter-related themes: the rise of managerialism, the push to anti-intellectualism and the subservience of academic work to economic imperatives.
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Whelan, Michael B. "Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (2017): 172–87. http://dx.doi.org/10.21153/jtlge2017vol8no1art627.

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There has been an increase in the number of teaching-focused academics at Australian universities over recent years. However, research-focused and teaching-research academics have an advantage over teaching-focused academics in terms of promotion, forced redundancies and tenure. While evidence of research success is measured by volume (number of publications and research income), evidence of teaching scholarship is less quantifiable. The value of industry-university collaboration has been reported widely. However, the focus is on the value of the knowledge transfer of university research to industry and collaborative industry-university research. Academics collaborating with industry partners on research projects are able to experience current industry practice firsthand, raising the question: How do teaching-focused academics remain engaged with industry? The benefits of work-integrated learning (WIL) to hosts, students and universities are well documented. This paper poses the question: Is a WIL placement a way to reengage teaching-focused academics with industry?, and introduces the concept of ‘Academic WIL’ where academics complete an internship placement with an industry partner. The impact on graduate employability is discussed and a methodology for a teaching-focused academic to use their Academic WIL experience as evidence of their achievements in the scholarship of teaching is presented.
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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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Khan∗, Anwar (Andy) N. "Canadian university academics: tenure implications." Education and the Law 9, no. 2 (1997): 109–22. http://dx.doi.org/10.1080/0953996970090202.

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Dissertations / Theses on the topic "University academics"

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Yu, Xinying. "Job satisfaction of university academics in China." Thesis, University of Newcastle Upon Tyne, 2009. http://hdl.handle.net/10443/940.

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Higher education systems throughout the world are experiencing a difficult process of change that is impacting significantly on employees. This has meant that university academics have to do complex work in an increasingly demanding environment. The issue of academic job satisfaction is of growing concern because it has significant quality implications for universities. Many research studies of job satisfaction have looked at varied applications to the Western context, however, in the Chinese context, it is still relatively unclear what accounts for academic job satisfaction. This study can fill a gap in the previous job satisfaction literature in China and explores the idea that the influences upon this factor are culture related. This study investigates job satisfaction among university academics in China, It adopts a mixed methods approach which combined qualitative and quantitative data collection and analysis techniques. The qualitative data were collected by semi-structured interviews with a total of fourteen academics in North University. Specifically, the interviewees were asked to consider the factors impact on their job satisfaction. NVivo 7 was used to categorize the qualitative data for analysis on the basis of the work related factors. The quantitative data were collected by questionnaires. A sample of 204 academics from six universities in Northeast China was sampled. The quantitative data were analyzed based on the factor analysis of principal components to derive groups of variables. Simple percentages, means and t-test were then used for data analysis. The findings revealed that academics'job satisfaction has strong relationships with their perceptions to a number of factors. Although there were no significant differences with respect to personal characteristics relating to overall job satisfaction, age had significant influence on job satisfaction with self-esteem and self-efficacy. Work related factors that prompted academic job satisfaction related to work groups, work itself and to intrinsic factors such as self-esteem, self-efficacy and self-actualisation, while the factors that contributed to dissatisfaction were mostly extrinsic factors related to pay and promotion. These findings are discussed in the light of motivation theories, higher education changes and cultural context. Cultural factors, such as power-concentrated, group-oriented, holistic relationships, have significant influences on Chinese academics' perceptions of their work. As these effects are particularly relevant to China, not all Western models of job satisfaction can be applied to the Chinese context. This thesis concludes that intrinsic factors tend to be dominant in Chinese university settings and are more likely to evoke university academics' job satisfaction rather than extrinsic ones, academics are satisfied with overall levels of job satisfaction, although not with pay and promotion.
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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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Ssesanga, Nasser Abdool Karim. "Job satisfaction of university academics : perspectives from Uganda." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/307de66b-b03d-4f77-9b88-4c73d2e19fab.

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This study investigated factors contributory to Ugandan academics' satisfaction and dissatisfaction reported by a sample of (N=182) respondents drawn from the population of dons in two universities in Uganda: Islamic University in Uganda (IUIU) and Makerere University, Kampala (MUK). Sources of Ugandan dons' satisfaction and dissatisfaction were examined in the context of the Herzberg dichotomy, drawing comparisons with evidence adduced from other cultural settings. The research aimed to elicit evidence-informed data to obtain insights into the state of the academic profession in Uganda, and in the process define priorities that might focus the discourse of university administrators, planners, managers, policy makers, and researchers. A three-phase research design was utilised involving both quantitative and qualitative approaches to data extraction. An objective-focused survey instrument with eight job aspects of academics, containing both scale and open-ended items, was constructed and administered. Additionally, interviews and documentary data were used to triangulate the findings so as to give greater support to any conclusions that may be made. The factors most prevalent in the prediction of Ugandan dons' satisfaction related to co-worker behaviour, supervision and intrinsic facets of teaching. Analogously, the stimuli that created respondents' dissatisfaction were largely extrinsic (contextual) factors with respect to remuneration, governance, research, promotion, and working environment. It is potentially instructive to note, however, that the findings did not lend support to Herzberg's contention that intrinsic and extrinsic factors are mutually exclusive. Consistent with the situational occurrences theory, Quarstein (1992) supported by Oshagbemi (1997) and Evans (1998), it was concluded that any given factor be it intrinsic or extrinsic could either evoke satisfaction or induce dissatisfaction. While age, rank, as with tenure significantly predicted academic job satisfaction, no evidence was adduced to support a gender influence on respondents' job satisfaction. Emerging from the findings, implications for job satisfaction of Ugandan academics were formulated, recommendations made, and a research agenda proposed. This research, thus, offers not only sound insights into the state of the academic profession in Uganda, but also it forms a benchmark for future research
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Pack, Justin. "Academics No Longer Think: How the Neoliberalization of Academia Leads to Thoughtlessness." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19727.

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In my dissertation, I argue that the neoliberalization of higher education results in the university becoming less and less a place of wonder, self-cultivation and thinking and instead more and more a place to specialize, strategize and produce. This is a result of the volatile infusion and mixing of the logic of calculative rationality at work in consumer capitalism with the logic of scientific instrumental rationality already hegemonic in academia. This adds to the demands of the academic world of production the demands of the world of consumption. Now the academic (and also the student) is interpellated not only as a producer of knowledge but also as an object of consumption (to be consumed by others). These new pressures, previously kept at a distance from academia, explosively accelerate the already rapid process of rationalization of which science is already a key part and increasingly structure higher education as a field of strategic action in which students no longer have the time to think and to develop good judgment. I worry this undermines the opportunity for students to develop into good citizens that can truly think critically and judge carefully. Thinking and judgment are, according to Arendt, the only things that can save us if the powerful machines of science or capitalism begin to work in ways they should not. Arendt saw Nazi Germany use the newest science and the best economic management to systematically kill six million Jews. She saw the disturbing inability of the populace and the intellectuals to capably resist the Nazi machine once it got rolling. I argue than unless checked, neoliberalization threatens to turn the university into a place that discourages thinking and the development of judgment in favor of hyperspecialization and strategic action.
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Nyamapfene, Abel Zvamayida. "Teaching-only academics in a research intensive university : from an undesirable to a desirable academic identity." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34169.

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Teaching-only academics now constitute a significant proportion of the academic staff in UK higher education. This thesis is a three-part study in which I sought to contribute to a more indepth understanding of the teaching-only academic role. I did this through an investigation of the career trajectories, perceptions, work-related experiences and academic identity constructions of teaching-only academics working in a research-intensive institution in the UK. In the first part of the study I carried out a systematic review of the literature on teaching-only academics in the UK, Australia and Canada. In the second part of the study I investigated the virtual identity of teaching-only academics at the UK research-intensive institution. I did this by undertaking an analysis of how these teaching-only academics self-represented and projected themselves on their institutional webpages. In the third part of the study I carried out a life-history analysis of senior teaching-only academics in the engineering faculty of the case study institution. A principal finding from this thesis, which is collaborated across all the three parts of the study, is that the teaching-only academic role is a non-homogeneous role comprising individuals who come from different backgrounds, have followed different career trajectories into the role, and have different academic identities. Findings from this thesis also suggest that whilst teaching-only academics were introduced as an institutional response to the demands of the RAE/REF, the very act of creating the role has further exacerbated the separation between research and teaching, and between undergraduate and postgraduate teaching. Specifically, undergraduate teaching within the case study engineering department now tends to be the responsibility of teaching-only academics, with research-and-teaching academics increasingly focussing on research and postgraduate teaching. This separation has implications for research-led teaching, particularly in research-intensive institutions. The thesis also reveals that despite the pre-eminence of research, teaching remains important within the university, and individuals on the teaching-only academic role are able to accumulate substantial, and valued, teaching-related academic capital. This capital, in turn, is enabling them to secure and advance their positions within the same institution, and to pursue career advancement through seeking employment in other higher education institutions.
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Duckett, Hilary. "Reconstructing leadership : the perspectives of academics at a new university." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421849.

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Tam, William Hon Kwan. "Academics’ perspectives of performance management in a British university context." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4036.

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This study provides an in-depth understanding of how academics perceive and experience a performance management system in a British university. Specifically, it examines - within the context of a university department - the meaning and purposes of performance management; the effectiveness of the processes; the management of the system and its effectiveness; the impact of the system on academics’ working lives; and the areas requiring improvement. The study particularly explores the tension between performance management as a means of accountability within a managerial context and the more traditional academic ethos of professional autonomy. The research adopts a qualitative case study approach by selecting a School of Education in an older researchled University. The case School was primarily chosen for its ease of access. However, it had also operated performance management for some time, and it had academics with both high and low research profiles, a phenomenon which was likely to present a range of experiences of the performance management system. Twelve academics with varied backgrounds in terms of years of service, seniority and gender were participants in the study. Data were collected through in-depth, semi-structured interviews and documentary sources between September 2006 and February 2007. A two-level analytical coding approach was used to derive themes from the collected data. Among the major findings were that the participants found the meanings and purposes of performance management ambiguous; and that the many different processes contained within the system were perceived as fragmenting and confusing in achieving the intended outcomes. Compounding the concern was the lack of dedicated and able academics to manage the process. With work intensification - a prominent feature of academic life, academics became frustrated with the lack of time available for their research work. To defend their research ethos, the study provides evidence that some academics look for a more structured system to address the unbalanced workload issue.
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Chikono, Albert Nhawo. "Knowledge sharing practices amongst academics at the Zimbabwe Open University." University of the Western Cape, 2018. http://hdl.handle.net/11394/6426.

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Magister Library and Information Studies - MLIS<br>This study investigated knowledge sharing (KS) practices at the Zimbabwe Open University (ZOU) in Zimbabwe. The study assessed the knowledge sharing practices in the ZOU regional campus faculty departments and identified gaps, with the aim to find out how knowledge is being managed, shared in an Open and distance learning institution and if knowledge management (KM) is playing a role. The quantitative study was undertaken at the 10 regional campuses of the Zimbabwe Open University. A questionnaire survey was carried out to collect data from a sample of 100 academic staff in the 10 Regional Centres. The underlying question was whether the university academic members were aware of the knowledge that exists, how this knowledge is created and, shared and flows in the organization. The study also sought to establish the views of academic staff, on the benefits that can be reaped from KM practices. The study confirmed that there is willingness to engage in knowledge sharing activities. However, the lack of a clear knowledge policy negatively impacts on the university’s ability to competitively position itself in the knowledge economy as a knowledge driven university and this impacts research productivity and distance learning course delivery at the ZOU. One of the key recommendations emanating from this research is that the university should have a Knowledge policy aligned to its strategic plan which will act as a guideline on the sharing of knowledge internally and externally as well as make it mandatory for academic staff to publish internally as well as to store their publications in the university repository.
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Dodd, Derek. "Lost in translation? : non-STEM academics in the 'entrepreneurial' university." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11831.

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This study set out to explore the ways in which non-STEM academics, working within UK universities that had positioned themselves publicly as ‘entrepreneurial’ institutions, interpret and negotiate the related concepts of the entrepreneurial academic and university. The entrepreneurial university concept has become a ubiquitous theme in higher education and policy literatures in recent decades, having been described variously as an ‘idea for its time’ (Shattock, 2010) and the ‘end-point of the evolution of the idea of the university’ (Barnett, 2010, p.i). This research set out to interrogate some of the key ways in which this institutional form, and the corresponding concept of the entrepreneurial academic, have been discursively constructed by advocates in the UK and beyond. Further to this, the study aimed to collect narratives of experience from non-STEM academics employed by self-described ‘entrepreneurial’ universities, both to enquire into how they interpreted the ‘entrepreneurial paradigm’, and to invite them to report on how they felt that their university’s assumption of an enterprise mission had, or had not, influenced its organisational ‘culture’ and their subjectively experienced academic work-lives. The researcher’s interest in the relationship between enterprise discourse and the organisational ‘culture’ of universities stemmed from the apparent consensus within the scholarly and policy literature about the need for universities to develop an integrated ‘entrepreneurial culture’ (Clark, 1998, p.7)(Gibb, 2006b, p.2)(Rae, Gee and Moon, 2009) by pursuing a policy of ‘organisational culture change’, with culture here denoting ‘the realm of ideas, beliefs, and asserted values’ (Kwiek, 2008, p.115) which inhere within institutions. To this end, a series of semi-structured, interpretive interviews were carried out with participants from a range of non-STEM disciplines, working in a variety of university types in the UK. The researcher then employed a discourse-analytic method to delineate some of the ‘discursive repertoires’ that participants used to account for their professional practices, and report on their experiences in - and understandings of - the entrepreneurial university. What emerged from this analysis was a complex picture of ‘enterprise discourse’ within the contemporary university setting, as well as a general tendency amongst participants to adopt a position of ontological scepticism where the issue of ‘university culture’ was concerned. Further to this, it was determined that the ‘inclusive’ interpretation of entrepreneurialism typically employed by advocates for the paradigm had not generally been taken up by participants, for whom it was, for the most part, a phenomenon associated variously with ‘managerialism’, ‘market values’, ‘the business agenda’, ‘income generation’, ‘money making’, and the figure of the ‘individual, lone, romantic, heroic capitalist’. Additionally, where subjects were conversant in broader, more ‘social’ conceptions of academic entrepreneurialism, they typically reported that it was rarely articulated in the internal communications of their respective universities.
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Bele, Lungile Lindile Primrose. "Perceptions of the university of Zululand academics towards science shops." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1693.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018<br>The study examined the perceptions of University of Zululand academic staff members towards adopting Science Shops. Science Shops represent a participatory action research programme which began in the Netherlands and introduced to the University of Zululand with a view to enhancing the university-community relationships. The study specifically focused on the academic staff members who participated in the NUFFIC training programme that gave birth to the idea of Science Shops. NUFFIC is a Dutch acronym of The Netherlands Organization for International Cooperation in Higher Education - translated into English. The study used a qualitative research approach to explore the perceptions of academic staff about SSs. Qualitative research techniques were adopted for the study. A semi-structured questionnaire with open-ended questions was designed and used to obtain information from the ten (10) academic staff members who participated in the study. Focus group interviews were also conducted with the participants as a way of seeking additional information which was not covered in the questionnaire. The purposive sampling technique was used to select the participants from the four (4) Faculties at the participating institution, namely Faculties of Arts, Commerce, Administration and Law (CAL), Education, and Science and Agriculture. Overall, results revealed that the participants perceived Science Shops as an important programme that merited adoption and integration into the University curriculum. The majority of the participants also believed that Science Shops had the potential to restructure the University for relevance (as its motto goes), in teaching, research and community service. Furthermore, Science Shops were seen as a possible means to generate alternative income for the University. However, some challenges were highlighted by the participants which they saw as needing attention before the Science Shop concept could fall on fertile ground. These challenges included the overpopulated classrooms, inadequate knowledge and orientation about community engagement research, and the nature of research in the Science Faculty which appeared not to be amenable to community participation.
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Books on the topic "University academics"

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Ballantyne, Roy. Reflecting on university teaching: Academics' stories. Australian Government Publishing, 1997.

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Academics and entrepreneurs: Developing university-industry relations. St. Martin's Press, 1986.

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Khanna, Kirti. Role-structure of academics: A profile of university teachers. Jain Brothers, 1987.

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Hay, Iain. Inspiring academics: Learning with the world's great university teachers. McGraw-Hill Open University Press, 2011.

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Khanna, Kirti. Role-structure of academics: A profile of university teachers. Jain Brothers, 1987.

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Passion and politics: Academics reflect on writing for publication. Institute of Education, University of London, 2008.

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Abell, Mark A. Aggie academics 101: A successful Aggie's guide for achieving academic excellence at Texas A&M University. Rising Spring Enterprises, LLC, 2006.

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Bagilhole, Barbara. On the inside: Equal opportunities in academic life : a research report on women, ethnic minority and disabled academics at Loughborough University. [Department of Social Sciences, Loughborough University of Technology], 1993.

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Khan, Yousuf ali. Academics versus activists: A history of the University f Peshawar : 1950-'88. s.n.], 1990.

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Biobaku, Saburi O. University educational development in Nigeria, 1948-83: Have the academics failed the nation? University of Ibadan, Institute of African Studies, 1985.

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Book chapters on the topic "University academics"

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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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Schwinges, Rainer Christoph. "The Repertorium Academicum Germanicum (RAG) and the Geography of German Universities and Academics (1350–1550)." In Geographies of the University. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75593-9_2.

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Smyth, John. "Why the ‘Toxic’ University? A Case of Two Very Different Academics." In The Toxic University. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54968-6_3.

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Ćulum, Bojana. "Croatian Academics and University Civic Mission Integration." In Global Challenges, Local Responses in Higher Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-581-6_4.

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Lin, Chia-Yi, Yan-Hua Chen, Yu-Wen Chen, and Christopher Hill. "Case Studies in Global Context—EMI in a Taiwanese University." In Supporting and Learning from Academics. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9040-3_8.

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Shin, Jung Cheol, and Yong Suk Jang. "World-Class University in Korea: Proactive Government, Responsive University, and Procrastinating Academics." In Institutionalization of World-Class University in Global Competition. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4975-7_9.

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Rotidi, Georgia, Katerina Kedraka, Efrossini-Maria Frementiti, and Christos Kaltsidis. "University Pedagogy in Greece: Pedagogical Needs of Greek Academics from Ionian University." In Strategic Innovative Marketing and Tourism. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36126-6_81.

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Artamonova, Anna, Anna Tarasova, and Viktor Blaginin. "Development of Leadership Skills of University Students in the Educational Process." In Sustainable Leadership for Entrepreneurs and Academics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15495-0_31.

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Swenddal, Heather, Mathews Nkhoma, and Sarah Gumbley. "Belongingness Challenges of Repatriate Academics at International University Campuses." In Borderlands. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05339-9_8.

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Korff, Nisha, Carolin Plewa, and Thomas Baaken. "The Role of Experience of Academics in University Engagement: Looking at University-Industry Linkages." In Developing Engaged and Entrepreneurial Universities. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8130-0_11.

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Conference papers on the topic "University academics"

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Davey, Bill, and Arthur Tatnall. "The Lifelong Learning Iceberg of Information Systems Academics - A Study of On-Going Formal and Informal Learning by Academics." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3088.

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This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most world governments had recognised the importance of support for lifelong learning. Borrowing ideas and techniques use by Livingstone in a large-scale 1998 survey of the informal learning activities of Canadian adults, the study reported in this article sought to uncover those aspects of information systems academics’ lifelong learning that might lead policy setters to understand the sources of learning valued by these academics. It could be argued that in the past the university sector was a leader in promoting the lifelong learning of its academic staff, but recent changes in the university environment around the world have moved away from this ideal and academics interviewed from many countries all report rapidly decreasing resources available for academic support. In this environment it is important to determine which learning sources are valued by information systems academic so that informed decisions can be made on support priorities.
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Zengeya, Theressa Madzingesu, Gregory Alexander, and Desiree Pearl Larey. "CONSIDERATIONS OF TALENT MANAGEMENT IN RETENTION OF ACADEMICS IN THE NATIONAL UNIVERSITY OF LESOTHO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end127.

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The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It isthreatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu’s social theory and Adam’s theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu’s theory was used to offer insight on the various forms of capital, and how the capitals could be instrumental in the design and implementation of talent management practices in order to increase retention of talent in universities. In this study ‘talent’ is used to refer to holders of doctorates, associate professors and professors or researchers of new information and theories and inventors of new technology with great potential to make a significant impact on the university’s productivity. A literature review was undertaken to examine how the social theory of Bourdieu, particularly the conversion of different kinds of capital (symbolic capital) are used by the university to recognise the value of talented academics in order to retain these academics. Following a qualitative methodology and purposive sampling, data was generated through semi-structured interviews and document analysis to advance a critical and interpretive understanding of the perspectives of talent management from both management and talented academics in the university. Thematic analysis was used to synthesise the data. The data from fourteen (14) participants composed of management and academics revealed that, though the university is implementing talent management practices, it does not have an official and structured talent management program, which is imperative in retaining academics. This study concludes by advocating the design and implementation of a formal, contextual and structured talent management framework, in consultation with all key stakeholders, in order to increase retention of talent academics in the National University of Lesotho.
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Mirici, Semra. "Academics’ Perceptions of Quality in Higher Education in Turkey." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.54.

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Quality in education is one of the main concerns for governments in order to make sure the students will be able to meet the work power needs of the sector, and be able to get a job that meets their expectations in career when they graduate. In other words, it can be summarized with two words; input quality and output equality. The study aimed to investigate Turkish academics’ perceptions about the quality in higher education in Turkey. The study adopted survey method based on quantitative data. The participants comprised 53 academics from different universities in Turkey, and they were selected randomly on voluntary basis. The data were collected in distance using “The Questionnaire of Academics’ Perceptions of Quality in Higher Education” adapted from Rossner (2008) as a Google Form. The data were analyzed using descriptive statistics such as frequency and percentage. The results revealed that majority of academics in Turkey were in favor for accreditation, they were in the opinion that the curricula content should be designed in accordance with the 21st century skills and market needs, and certified programs should be offered to students in an educational environment where even academics should be observed by field experts to make sure about the quality of educational practices.
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Schier, Mark A. "How do we value academic time?" In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0120.

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The extent of technology usage for managing teaching workloads is not completely known, but often extrapolated or inferred by academics’ use of other technologies. This paper explores technology adoption, and attitudes toward use of technology by Australian university academics. We expected that academics would be familiar with general teaching technology tools and have some appreciation of other tools that may assist with their work and allow them to manage their time. We also expected that they would use these to identify and manage assignment work to free up time for other academic activities. To establish their usage of technology, responses to a series of questions about types and familiarity with technology tools, were collected via an online anonymous survey. It also asked for their understanding of a hypothetical assessment scenario and subsequent use of any time gained through using technology. The results from 75 Australian academics indicated that academics were familiar with and used standard teaching technology. Academics expressed a commitment to utilise any time saved for research, scholarship or teaching and learning related activities.
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Ümarik, Meril, and Larissa Jõgi. "Negotiated professional identities of academics in the context of structural reform and innovation at the university." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9453.

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This paper discusses the results of a qualitative narrative study that focuses on academics´ professional identity and teaching practice at the university during the structural reform at Tallinn University, Estonia. The aim of the research is to understand how professional identity is formed in relation to the development of teaching practice in the frame of interdisciplinary projects introduced as an innovation at the university. The central research question is: How does the continuously changing university context, suggested teaching approaches and innovative projects affect professional identity, beliefs, and teaching practice of academics? The empirical data consists of 48 narrative interviews with academics from different study fields. The empirical data was analyzed using qualitative content analysis with narrative coding. The presented narratives indicate that on the institutional level the entrepreneurial cultures are more visible than collegial cultures. On the individual level there are slow, but meaningful changes in teaching practices, as well as beliefs, understandings and professional identities of academics.
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Asgar, Ali, and Santosh Panda. "Perception towards Online Teaching-Learning during Covid-19 Pandemic: A Case of IGNOU Teachers and Academics." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.769.

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The pandemic erupted due to Covid-19 has disrupted normal life and different economic, social, and educational activities globally, and India was not an exception to this changing situation. In India, a phenomenal change occurred in the education sector where state and central governments instructed or made it compulsory for educational institutions to go online and continue academic activities in the online mode. In this context, IGNOU and state open universities in India also entered to the online mode for teaching-learning (TL) and providing academic support services to learners. Teachers posted at the IGNOU headquarters and academics at the different regional centers got engaged with learners online to perform their respective responsibilities. Against this perspective, this research was conducted to find out the perceptions of teachers and academics on the the effectiveness of online TL; the constraints faced by them; and also, to suggest measures toward making online and blended TL strategies more useful. To conduct this study, a structured online questionnaire comprising the above aspects was sent to teachers and academics of the university in the last week of January, 2022. A total of 63 responses from both the teachers and academics were received and analyzed. The findings of the study suggest academic functionaries of IGNOU were ready to take the challenge positively and self-efficacy helped them in adopting online and digital pedagogies; they improved their ICT skills, although requirement of further training in online pedagogies and instructional design was indicated by them; challenges like slow broadband and non-availability of robust technical support were also reported. The study may have implications for policy and practice of the world's second-largest university which operates within India and through 14 overseas study centers with accumulative learner enrolment of above three million.
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Buchanan, Renay. "Moving and Growing Together - Delivering Education in the New Millennium." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2447.

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This paper describes the challenges experienced by Academics and Instructional Designers when creating quality, innovative and accessible educational materials for the University sector in 2001 and beyond. These two roles, which play a crucial part in the development and delivery of the new educational experience, are vital to the success of the student and ultimately, the University. Are we exploiting these roles to their full potential? It is currently the trend to place the burden of the instructional design, along with the plethora of other tasks, on the academic due to the lack of investment in instructional design and teamwork. Is the demand to create fast, easy and inexpensive courses now resting predominantly on academics when their main role should be as a content expert and not instructional designer? Are we getting it right? Can we do it better?
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Sousa, Catarina, Maria Pinto, and Rita Sinde. "INTRODUCTION TO UNIVERSITY TEACHING – A TRAINING PROCESS FOR EARLY-CAREER ACADEMICS AT THE UNIVERSITY OF PORTO." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2011.

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Nixon, Kate, and Katya Henry. "The use of a publishing platform to facilitate the adaptation and development of Open Textbooks: A Pilot Report." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0151.

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After a successful proof of concept to expand the university’s commitment to Open Educational Resources (OER), a pilot program was launched to facilitate the adaptation and development of Open Textbooks by academic staff for students as well as broader audiences. The pilot involved the use of the publishing platform Pressbooks as a mechanism to raise awareness of Open Educational Resources, and to provide a university-supported tool with which to develop Open Textbooks. Commencing in Semester 2, 2020, participants in the pilot received vendor training from Pressbooks, as well as support from learning and teaching and library staff. Pilot participants used the Pressbooks platform in a number of ways. Academics created textbooks as course material in a single unit, academics adapted open textbooks for Australian contexts over a number of units, and academics created open textbooks based on their research and not for a specific unit of study. Of the 13 pilot participants, five open textbooks were created, with one still in development. Responses to the pilot were mixed. Student feedback on the use of Pressbooks indicates that they enjoyed the structured and easy-to-read course material. Other students expressed frustration with the higher workload expectations of consuming material online prior to participating in synchronous classes. Students appreciated the zero cost of engaging with an open textbook. Academic feedback was also mixed, with some appreciating the flexibility and engagement that they can achieve in Pressbooks. Others were discouraged by the amount of time spent on creating material for little perceived benefit. The majority of academic staff who developed a textbook using Pressbooks would like to continue to use the platform.
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Lane, Diarmaid. "‘Centering’ Teaching Excellence in Higher Education." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9408.

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This paper explores the complexity of ‘teaching excellence’ (Kreber, 2002) in contemporary higher education. It describes how a university academic, who has been the recipient of numerous teaching awards, questions if they really are an ‘excellent teacher’ and if their student-centered philosophy is sustainable. An analysis of data related to teaching and learning effectiveness over a seven year period highlights a significant weakness in how the academic approached the teaching of undergraduate students. This had a subsequent negative effect on several levels. The paper concludes by describing the merits of academics ‘centering’ themselves between the corporate university and the needs of students in striving for ‘teaching excellence’.
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Reports on the topic "University academics"

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Ostaszewska, Aneta, Magdalena Szafranek, Marta Jadwiga Pietrusińska, and Karolina Ligna-Paczocha. Kobiety na uniwersytetach i pandemia Covid-19. Badania porównawcze na temat pracy kobiet. Wydział Stosowanych Nauk Społecznych i Resocjalizacji, 2022. http://dx.doi.org/10.55226/uw.nawa2021.2022.

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Women at universities and the Covid-19 pandemic. Comparative research on women’s work The presented publication is a summary of the project “Women at universities and the Covid-19 pandemic. Comparative research on women’s work”. The project was carried out at the University of Warsaw in partnership with the University of Milan from September 2021 to August 2022. The research study is based on purposive sampling. It fits into a rather bleak and pessimistic picture of the modern university as an institution “in crisis”. The pandemic exacerbated the state of instability by revealing the tensions between the pursuit of progress and constraints, if only financial, and the strong habit to the traditional model of work. The university is not only a place to study, but also to work. And this aspect, more specifically, women’s work, was the focus of our research. We talked about women’s work at the university not only with female academics, but also with administrative, technical and IT support staff. We wanted to find out more about the experience of working under pandemic conditions and the challenges of post-pandemic reality. We believe that the women’s needs recognized in the course of the study and the proposed solutions (recommendations) can provide practical inspiration for change at universities that aim to improve gender equality and build more equal workplaces.
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Ostaszewska, Aneta, Magdalena Szafranek, Marta Jadwiga Pietrusińska, and Karolina Ligna-Paczocha. Women at universities and the Covid-19 pandemic. Comparative research on women’s work. Wydział Stosowanych Nauk Społecznych i Resocjalizacji, 2022. http://dx.doi.org/10.55226/uw.nawa2021.2022.1.

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Women at universities and the Covid-19 pandemic. Comparative research on women’s work The presented publication is a summary of the project “Women at universities and the Covid-19 pandemic. Comparative research on women’s work”. The project was carried out at the University of Warsaw in partnership with the University of Milan from September 2021 to August 2022. The research study is based on purposive sampling. It fits into a rather bleak and pessimistic picture of the modern university as an institution “in crisis”. The pandemic exacerbated the state of instability by revealing the tensions between the pursuit of progress and constraints, if only financial, and the strong habit to the traditional model of work. The university is not only a place to study, but also to work. And this aspect, more specifically, women’s work, was the focus of our research. We talked about women’s work at the university not only with female academics, but also with administrative, technical and IT support staff. We wanted to find out more about the experience of working under pandemic conditions and the challenges of post-pandemic reality. We believe that the women’s needs recognized in the course of the study and the proposed solutions (recommendations) can provide practical inspiration for change at universities that aim to improve gender equality and build more equal workplaces.
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Bennett, Alexander, Contessa Gay, Ashley Graves, et al. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (Second Edition). Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, 2020. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2020.

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This report presents results of a study investigating the groundwater laws and regulations of thirteen U.S. states. The report is actually the second edition of the study following amendments made to the first edition in response to extensive feedback and reviews solicited from practitioners, academics, and other professionals working in the field of water law from across the country. The purpose of the project is to compile and present the groundwater laws and regulations of every state in the United States that could then be used in a series of comparisons of groundwater governance principles, strategies, issues, and challenges. Professor Gabriel Eckstein at Texas A&amp;M University School of Law and Professor Amy Hardberger at Saint Mary’s University Law School developed a matrix to ascertain chief components and characteristics of the groundwater legal regime of each state. Student researchers then used the matrix to respond to a standardized set of questions about the groundwater laws and regulations of a selection of states. In the near future, additional volumes with surveys of other U.S. states will be issued.
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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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Idrissov, Marat, Yelena Yerzakovich, Hans-Liudger Dienel, and Tom Assmann. Sustainable mobility and logistics for Central Asia: Research perspectives for a climate center. Kazakh German University, 2022. http://dx.doi.org/10.29258/cnrswps/2022/1-20.eng.

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Urban transportation is on the one hand a vital component of a city and on the other a major factor of concern. The latter is due to the high impact on air pollution, carbon dioxide emissions, and fatalities. This is not just caused by the mobility of people but also, and increasingly, by the need to transport goods. Cities in Central Asia are often associated with strong air pollution and rising greenhouse gas emissions from urban transport contradicting the global strive for a carbon-neutral world by 2050. In the light of sustainable development, it is, therefore, the objective to reduce the externalities of urban mobility and urban logistics jointly. The German-Kazakh University in Almaty envisions fostering the transformation to sustainability in Central Asia by setting up a climate center. One pillar will be urban transport. In this working paper, an interdisciplinary team of experts from Kazakhstan and Germany investigates fields of action and research for this center. The team describes stakeholders to involve, potential funding opportunities, and first actions for each of the identified fields. The working paper provides a fruitful basis for academics and partners to set up the center and to involve new partners.
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Idrissov, Marat, Yelena Yerzakovich, Hans-Liudger Dienel, and Tom Assmann. Sustainable mobility and logistics for Central Asia: Research perspectives for a climate center. Kazakh German University, 2022. http://dx.doi.org/10.29258/cnrswps/2022/1-20.eng.

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Urban transportation is on the one hand a vital component of a city and on the other a major factor of concern. The latter is due to the high impact on air pollution, carbon dioxide emissions, and fatalities. This is not just caused by the mobility of people but also, and increasingly, by the need to transport goods. Cities in Central Asia are often associated with strong air pollution and rising greenhouse gas emissions from urban transport contradicting the global strive for a carbon-neutral world by 2050. In the light of sustainable development, it is, therefore, the objective to reduce the externalities of urban mobility and urban logistics jointly. The German-Kazakh University in Almaty envisions fostering the transformation to sustainability in Central Asia by setting up a climate center. One pillar will be urban transport. In this working paper, an interdisciplinary team of experts from Kazakhstan and Germany investigates fields of action and research for this center. The team describes stakeholders to involve, potential funding opportunities, and first actions for each of the identified fields. The working paper provides a fruitful basis for academics and partners to set up the center and to involve new partners.
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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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McReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier, and Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, 2022. http://dx.doi.org/10.29242/report.syracuse2022.

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As part of ARL’s Research Library Impact Framework initiative, a team at Syracuse University Libraries conducted a study to explore the impact of embedding three “distinct academic learning communities” in Syracuse University’s Bird Library: the Blackstone LaunchPad; the Center for Learning and Student Success; and the Syracuse Office of Undergraduate Research and Creative Engagement. Three objectives guided the team: (1) explore how the libraries impact the communities; (2) determine how the communities impact the libraries; and (3) identify methods/metrics that could demonstrate reciprocal impact and be useful to the Association of Research Libraries (ARL). Impact was explored from multiple perspectives, including community directors, community participants, the libraries’ dean, and libraries’ staff. Results point to the value of the library as a central and interdisciplinary academic space for the communities, one that helps break down disciplinary borders by allowing community participants to more easily meet and collaborate with students from other schools and colleges.
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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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