African Academic Leaders and Public Intellectuals

Chapter 5 looks at how these Christian public theologians compare with other public intellectuals of this period. Because of its significance for our period, the chapter also tries to tease out some of the details of the different intellectual factions that have formed since the late 1990s, paying particular attention to the two major political groupings of ‘new left’ (xin zuo pai) and ‘liberalism’ (ziyou zhuyi). Whilst the revived interests in Confucianism and Christianity are sometimes considered two other factions during this time, the chapter shows how the four schools have much more porous boundaries than is often recognized. The chapter further argues how a ‘Confucian imagination’ shapes various developments in contemporary China, whether this be public intellectualism, generally, or Chinese Christianity, specifically.

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THE INDIAN PSYCHOLOGICAL ASSOCIATION, THE BIRTH OF THE MODERN DISCIPLINE AND “THE DESTINY OF ONE NATION”, 1905–1947

Modern Intellectual History ◽

10.1017/s1479244313000085 ◽

2013 ◽

Vol 10 (2) ◽

pp. 415-436 ◽

Cited By ~ 1

Author(s):

ARIA LASKIN

Keyword(s):

Public Intellectuals ◽

Global Networks ◽

Indian Psychology ◽

The World ◽

Scientific Networks ◽

Ancient Texts

In the age of decolonization, Indian psychology engaged with and nationalized itself within global networks of ideas. While psychology was eventually applied by public intellectuals in explicitly political arenas, this essay focuses on the initial mobilization of the discipline's early Indian experts, led by the founder of the Indian Psychological Association, Narendranath Sengupta. Although modern critics have harshly judged early Indian psychologists for blind appropriation of European concepts, an analysis of the networks through which the science of psychology was developed challenges this oversimplification. Early Indian psychologists developed their discipline within a simultaneously transnational and nationalistic context, in which European ideas overlapped with ancient texts, creating a deliberately “Indian” brand of psychology. As the discipline of psychology exploded across the world, Indian psychologists developed a science ofswaraj, enabling synergies between modern psychological doctrine, philosophy and ancient texts. This paper explores the networks of ideas within which modern Indian psychology was developed, the institutional and civil environment in which it matured, and the framework through which it engaged with and attempted to claim credence within transnational scientific networks.

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CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond

CJEM ◽

10.1017/cem.2016.9 ◽

2016 ◽

Vol 18 (S1) ◽

pp. S1-S9 ◽

Cited By ~ 6

Author(s):

Doug Sinclair ◽

James R. Worthington ◽

Gary Joubert ◽

Brian R. Holroyd ◽

James Stempien ◽

...

Keyword(s):

Emergency Medicine ◽

Expert Panel ◽

Development Program ◽

Academic Community ◽

Academic Leadership ◽

Leadership Roles ◽

Next Generation ◽

Academic Leaders ◽

Gender Balance ◽

And Gender

AbstractObjectivesA panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources.MethodsThe expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel.ResultsThe methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles.ConclusionsThese recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

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University professors as academic leaders

Educational Management Administration & Leadership ◽

10.1177/1741143215578449 ◽

2016 ◽

Vol 45 (1) ◽

pp. 123-140 ◽

Cited By ~ 13

Author(s):

Linda Evans

Keyword(s):

North American ◽

Leadership Preparation ◽

Academic Leadership ◽

Anecdotal Evidence ◽

Leadership Roles ◽

University Professors ◽

Academic Leaders ◽

Intellectual Capacity ◽

The Uk

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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