The Diffusion of it in Higher Education: Publishing Productivity of Academic Life Scientists

2009 ◽  
Author(s):  
Anne E. Winkler ◽  
Sharon G. Levin ◽  
Paula E. Stephan
Keyword(s):  
Higher Education ◽  
Academic Life

Leaving Academia: The Shifting Terrain of Higher Education

2020 ◽  
Vol 102 (102) ◽  
pp. 92-107
Author(s):  
Lynne Segal
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Academic Life ◽  
Student Debt ◽  
Intellectual Life ◽  
Half Century ◽  
Knowing That ◽  
Teaching Research ◽  
Humanities And Social Sciences ◽  
Fault Lines

Leaving academia, this essay joins a steady chorus of reflection now thinking backwards over the last half century of extraordinary transformations in higher education. The industry is booming, more students than ever are entering universities, yet the academy is seen as increasingly in crisis. Staff workloads keep mounting, student debt soaring, and staff and student anxieties alike are multiplying, even as government underfunding, imposed managerialism and commercialisation threaten to reduce the underlying logic of higher education to market principles. In this context it is more urgent than ever to record the half century of struggle that opened up and enriched academic life, gradually ensuring the entry of hitherto excluded voices and topics into research and scholarship, especially in the humanities and social sciences. Drawing on my own involvement, I recall some of these always-incomplete attempts to challenge the fault-lines of intellectual life in the academy, knowing that we need always to cherish the value of teaching, research and learning, simply for its own sake.

Communities of Learning

1992 ◽  
Author(s):  
Mark R. Schwehn
Keyword(s):  
Higher Education ◽  
Literary Criticism ◽  
Philosophy Of Science ◽  
Political Theory ◽  
Cultural Anthropology ◽  
Academic Life ◽  
Epistemological Question ◽  
Communities Of Learning ◽  
Teaching Learning

Thus far I have tried to show that our present-day conception of the academic vocation is based at least in part upon the transmutation of ideas that were originally religious in origin and implication. In the next two chapters, I shall try to show why a reconception of the academic vocation should involve the reappropriation of certain religious virtues. I do not, however, intend this to be an atavistic undertaking: I have no patience for nostalgic returns to medieval syntheses of one sort or another. I shall accordingly argue in this chapter that what I take to be one of the main currents in contemporary thought—the resurgence of the question of community—both invites and to some extent warrants a religiously informed redescription of academic life and the academic vocation. In the next chapter, I will endeavor to provide just such a redescription as a corrective to the Weberian account I have already analyzed. The resurgent interest in the question of community is an exceptionally broad phenomenon that embraces social and political theory, jurisprudence, theology, literary criticism, cultural anthropology, even the history and philosophy of science. I shall, however, restrict my attention here to the manner in which the community question impinges upon activities and aspirations that are central to the tasks of higher education—teaching, learning, knowledge, and truth. At the risk of drastic oversimplification, I will summarize this more restricted development as follows: over the course of the last twenty or so years, the question of community has replaced the epistemological question as foundational for all other inquiries. The answers to basic human questions, such as, What can we know? or How should we live? or In what or whom shall we place our hope? have come to depend, for a large number of intellectuals, upon the answer to a prior question, Who are we? As a way of both documenting and deepening our sense of this decisive shift in the current climate of opinion, I propose to consider briefly two very influential books that appeared within four years of one another, Richard Rorty’s Philosophy and the Mirror of Nature and Parker Palmer’s To Know As We Are Known.

From “Race” to Race Transcendence: “Race,” Writing, and Difference Twenty Years Later

PMLA ◽  
2008 ◽  
Vol 123 (5) ◽  
pp. 1528-1533 ◽  
Author(s):  
Valerie Smith
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Colleges And Universities ◽  
Academic Life ◽  
Historically White ◽  
English Departments ◽  
Academic Specialization

When I began my career in higher education in the early 1980s, English departments at elite, historically white colleges and universities typically only had, at most, one faculty member of color. With a few notable exceptions, that person was usually the only one in the department to teach or conduct research on topics that engaged questions of race. Now, almost thirty years later, the study of race has assumed a more prominent role in academic life. Not only is it increasingly common to find clusters of scholars working on race in English departments, but scholars of all races and ethnicities are engaged in the study of race. Moreover, scholars of color are no longer assumed to focus on works of literature and culture produced by people of their own racial or ethnic backgrounds. Generally speaking, we have moved beyond the expectation that academic specialization follows phenotype.

scholarly journals Felnőtt tanulók diplomaszerzési törekvései

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ágnes Engler
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Academic Life ◽  
Sociological Research ◽  
Full Time ◽  
Mature Students ◽  
Part Time Students ◽  
Part Time ◽  
Asking Questions

A tanulmányban a felsőoktatás ritkán vizsgált hallgatói csoportjának, a munka és (vagy) család mellett, részidős képzésben tanuló felnőtt hallgatók tanulmányi beruházásait vizsgáltuk. A részidős képzésben tanulókat érintő tudományos jellegű megkeresések leginkább a diplomaszerzést követően történnek a diplomás utánkövetéses vizsgálatok keretében. Ennek során a felsőoktatásban végzettek szakmai életútját munkaerő-piaci szemszögből kísérik figyelemmel, érdeklődve a diploma megszerzését követő karrierállomásokról, a diploma beválthatóságáról, munkaerő-piaci pozicionálásról, a tanulmányokba történő befektetések megtérüléséről és hozamairól. A felnőttoktatás felől közelítve ugyancsak elmondható, hogy a kutatási kérdések szintén szűk körben keresnek választ a felnőttek tanulási aspirációjára vagy eredményességére. Vizsgálatunkban a tanulási döntéseket, tanulási motivációkat és az eredményességet kísérjük figyelemmel, mégpedig a tanulmányi életút függvényében.***In this peaper we wish to deal with a group of students in higher education who usually receive little attention: the students pursuing their studies while they have a full-time job and a family. Sociological research dealing with people earning a degree as part-time students usually reaches the students after graduation, in the form of follow-up examinations. These projects follow the career of graduates from the aspects of the labour market, asking questions about the stations in the career of the individuals after graduation, the return of the investment made into education, the value of the degree in the labour market. Even the research projects approaching the issue from the aspects of higher education usually do not seek an answer to questions regarding the aspirations of the students for learning, or the success of their learning process. In our examination we research the learning decision, motivation and efficiency of mature students in the light of the academic life.

scholarly journals English and International Students’ Adjustment in Indonesian Higher Education: A Teacher’s Perspective

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Hamamah ◽  
Yulia Hapsari
Keyword(s):  
Higher Education ◽  
International Students ◽  
English Language ◽  
English Proficiency ◽  
Effective Interaction ◽  
Language Barrier ◽  
Point Of View ◽  
Academic Life ◽  
Academic Leader ◽  
Academic Adaptation

International students at higher education in Indonesia encounter an extent of situations amid their adaptations in academic life. These experiences contribute to their satisfaction. As handful of studies within Indonesian context were conducted to identify the international students’ difficulties in adapting to academic life, teacher’s point of view toward the issue is barely available. This study centers at a teacher’s experience in dealing with the international students. Highlight is given to language barrier, not only encountered by the international students but also the teacher. A narrative inquiry was employed involving an academic leader who is also a teacher knowledgeable in internationalization agenda in higher education in Indonesia. Results of the study reveals that the academic adaptation of international students, with the focus of language barrier, was compounded by the absence of roadmap of internationalization policy in national and organizational levels, less-ideal classroom setting, and not effective interaction within classroom with the diversity of people involved. It is suggested that the policy on the proficiency of English language should be regulated to be mastered by students and teachers in international program.  HIGHLIGHTS: The lack of policy regulating standard of English proficiency level as entry requirement for international students becomes one of the causes of the language barrier problem that might hurdle the academic adaptation of international students. The composition of domestic and international students in a class as well as the lack of English proficiency of both the teacher and the students has contributed to the difficulties in academic adjustment.  

scholarly journals Students with Disabilities at Two Higher Education Institutions Selected from South Africa: A Social Model of Disability

2021 ◽  
Vol 10 (6) ◽  
pp. 238
Author(s):  
Mogomme Alpheus Masoga
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Students With Disabilities ◽  
Academic Community ◽  
Social Model ◽  
Academic Life ◽  
Social Model Of Disability ◽  
Higher Education System ◽  
Physically Challenged ◽  
User Friendly

Learners with disabilities are faced with unprecedented challenges in their pursuit of integration in the institutionalized higher education system in South Africa. The aim of this paper is to explore the recruitment and integration of students with disabilities (SWDs) at selected rural universities in South Africa in terms of facilities for physically challenged students. Personal conversations and informal discussions and desk and documentary research have collectively informed the present discourse. By utilizing a social model of disability, this study proposes that both institutions need to accelerate the provision of user-friendly facilities to accommodate various categories of SWDs either currently enrolled or those aspiring to study at the institutions. Considering the evaluations and observations explored in this opinion paper, the academic community of both institutions will need to pay attention to the special needs of SWDs because the absence of this attention will negatively impact the outcome of the academic life of learners.

What is Popular Music Studies? Some observations

2005 ◽  
Vol 22 (1) ◽  
pp. 77-93 ◽  
Author(s):  
Martin Cloonan
Keyword(s):  
Higher Education ◽  
Popular Music ◽  
Higher Education Institutions ◽  
Academic Life ◽  
Widening Participation ◽  
Popular Music Studies ◽  
The World ◽  
Conducting Research ◽  
The Uk

Popular Music Studies (PMS) is now taught in over 20 higher education institutions (HEIs) in the UK and numerous others across the world. This article outlines the constituent parts of PMS in the UK and questions its status as a discipline in its own right. It concludes by arguing that, having established itself, PMS will need to deal with two key pressures in modern academic life – those of conducting research and widening participation. In the former instance, PMS might have to be pragmatic, in the latter lies potential for radicalism.

On forging a literary (and academic) life in Japan

10.47908/11/8 ◽  
2020 ◽  
pp. 105-114
Author(s):  
Suzanne Kamata
Keyword(s):  
Higher Education ◽  
Creative Writing ◽  
Academic Discipline ◽  
Academic Institution ◽  
Professional Life ◽  
Academic Life

Acclaimed author Suzanne Kamata describes her fight to be taken seriously in an academic institution. She interweaves her professional life as a writer with the challenges she faced in pursuing a career in higher education and in getting creative writing recognized as an academic discipline.

Exploring the Impact of Digital Learning Platforms on Distance Learning Amidst the COVID-19 Pandemic

2021 ◽  
pp. 150-164
Author(s):  
Omar Mohamed Ali Albakri ◽  
Abubakar Albakri
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Learning Management Systems ◽  
Academic Life ◽  
Digital Learning ◽  
The United Kingdom ◽  
Use Of Technology ◽  
Learning Platforms ◽  
The Impact

Higher education has been shifting to learning management systems (LMS) for decades. Some universities, like the Open University, have managed to gain international recognition by providing undergraduate degrees to students in different countries. However, in moments of emergency and international disruption higher education institutions need to adapt at unprecedented speed. This chapter focuses on the use of technology in moments of extreme internationalised interference. Using the COVID-19 pandemic as a ground for change, students enrolled in presential courses in Spain, Malta, and the United Kingdom were interviewed in order to understand how they are coping with having contact with their academic life exclusively online. The students' impressions, LMS software, and results (assignments and exams) were also discussed. Finally, the chapter analyses the solutions provided by lecturers and students.

Engagement and Efficiency of Remote Higher Education

2021 ◽  
pp. 67-80
Author(s):  
Madhavi Venkatesan
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Transfer Process ◽  
Delivery Systems ◽  
Education Sector ◽  
Academic Life ◽  
Home Life ◽  
Online Engagement ◽  
Introductory Economics

The suddenness of COVID-19 forced, literally overnight, a transformation in the higher education sector. Students and instructors were migrated to an online engagement and knowledge transfer process, which created unforeseen challenges to instruction and prompted the development of new delivery systems. Further, the transition merged private and academic life as home life converged with work and ultimately, albeit unintentionally, promoted a more human perspective through widespread use of video-based communication. This chapter will address how COVID-19 affected the teaching of Introductory Economics, highlighting a case study of a course offered at Northeastern University in Boston, Massachusetts. The discussion addresses both positive and negative outcomes related to instruction and the role that COVID-19 has potentially had on teaching beyond the pandemic.

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