The academic profession

Minerva ◽  
1970 ◽  
Vol 8 (1-4) ◽  
pp. 90-99
Keyword(s):  
Academic Profession

The academic profession in Russia’s two capitals: The impact of 20 years of transition

2017 ◽  
Vol 16 (5) ◽  
pp. 626-644 ◽  
Author(s):  
Elizaveta Sivak ◽  
Maria Yudkevich
Keyword(s):  
Large Scale ◽  
Academic Career ◽  
Academic Profession ◽  
University Faculty ◽  
Key Characteristics ◽  
Personal Strain ◽  
High Degree ◽  
The Impact ◽  
Russian Universities

This paper studies the dynamics of key characteristics of the academic profession in Russia based on the analysis of university faculty in the two largest cities in Russia – Moscow and St Petersburg. We use data on Russian university faculty from two large-scale comparative studies of the academic profession (‘The Carnegie Study’ carried out in 1992 in 14 countries, including Russia, and ‘The Changing Academic Profession Study’, 2007–2012, with 19 participating countries and which Russia joined in 2012) to look at how faculty’s characteristics and attitudes toward different aspects of their academic life changed over 20 years (1992–2011) such as faculty’s views on reasons to leave or to stay at a university, on university’s management and the role of faculty in decision making. Using the example of universities in the two largest Russian cities, we demonstrate that the high degree of overall centralization of governance in Russian universities barely changed in 20 years. Our paper provides comparisons of teaching/research preferences and views on statements concerning personal strain associated with work, academic career perspectives, etc., not only in Russian universities between the years 1992 and 2012, but also in Russia and other ‘Changing Academic Profession’ countries.

The Invisible Woman: Discrimination in the Academic Profession.

1976 ◽  
Vol 5 (4) ◽  
pp. 438
Author(s):  
Athena Theodore ◽  
Joan Abramson ◽  
Linda S. Fidell ◽  
John DeLamater ◽  
Jeanne J. Kirkpatrick ◽  
...  
Keyword(s):  
Academic Profession ◽  
The Invisible

Outlook for the Academic Profession

Academe ◽  
1985 ◽  
Vol 71 (5) ◽  
pp. 8 ◽  
Author(s):  
Howard R. Bowen ◽  
Jack H. Schuster
Keyword(s):  
Academic Profession

From the Faculty Perspective: Defining, Earning, and Maintaining Legitimacy across Academia

2016 ◽  
Vol 118 (7) ◽  
pp. 1-44 ◽  
Author(s):  
Leslie D. Gonzales ◽  
Aimee Lapointe Terosky
Keyword(s):  
Research Design ◽  
Liberal Arts ◽  
Research University ◽  
Faculty Evaluation ◽  
Academic Profession ◽  
Faculty Members ◽  
Policy And Practice ◽  
Faculty Preparation ◽  
Qualitative Research Design ◽  
Cultural Rules

Background Research shows that the academic profession is largely held together by cultural rules and norms imparted through various socialization processes, all of which are viewed as sensible ways to orient rising professionals. In this paper, a critical perspective is assumed, as we utilized the concept legitimacy and legitimation to better understand the implications of various socialization tactics within academia. Purpose Specifically, the purpose of this paper was to study how faculty members, employed across different types of institutions, defined legitimacy and what it takes to be deemed legitimate in the context of the academic profession. Research Design A critical qualitative research design guided this study. Specifically, we collected fifty in-depth, semistructured, conceptual interviews from faculty members employed across two community colleges, two regional comprehensive universities, one liberal arts college, and one high activity research university. Data Analysis Our analysis of interview transcripts was largely guided by Saldaña's suggestions for affective, pattern, and elaborative coding. Findings We found that all faculty members, regardless of institution type, discipline, or tenure status, held ideas as to what constitutes legitimate work/legitimacy within academia. We interrogated these findings further through the lens of New Institutionalism and determined that professors spent most of their time describing professional legitimacy. Professional legitimacy seemed to be contingent on (1) research and (2) institutional type. However, faculty also described what can be understood as normative legitimacy, which is an endorsement granted when one conforms to implicit cultural rules and ideals held by any community of relevance (e.g., governmental leaders, administrators, tax payers/public). Normative legitimacy seemed to be granted to professors who presented themselves as selfless, ideal workers who could account for and maximize their productivity. Conclusions/Recommendations A number of specific policy and practice related recommendations are gleaned from this work. In terms of faculty preparation and socialization, it is imperative that faculty members acknowledge that both processes are steeped in relations of power, as they engender notions of who and what fits into academia. Several specific questions and small adjustments in terms of practice are noted in the paper. Also, in terms of faculty evaluation, a return to Boyer's work and newer iterations of Boyer's work by Henderson (2013) could be helpful.

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