Academic Freedom and Tenure: Corporate Funding of Academic Research

Academe ◽  
1983 ◽  
Vol 69 (6) ◽  
pp. 18a ◽  
Author(s):  
Judith Jarvis Thomson ◽  
Burton S. Dreben ◽  
Eric Holtzman ◽  
B. Robert Kreiser
Keyword(s):  
Academic Freedom ◽  
Academic Research ◽  
Corporate Funding

Sincerity and Institutional Values

2017 ◽  
Author(s):  
Seana Valentine Shiffrin
Keyword(s):  
Academic Freedom ◽  
Academic Research ◽  
Freedom Of Speech ◽  
Contract Law ◽  
Research Subjects ◽  
Independent Basis ◽  
Institutional Values ◽  
Epistemic Goals ◽  
The University

This chapter examines freedom of speech and sincerity in relation to institutions and institutional roles, using the university as a prime example. It first challenges the idea that mere declarations that one is suspending the context of truthfulness are sufficient to justify doing so, and illustrates the defects of this idea through a discussion of the doctrine of puffery in contract law. It then makes the case that an institution's epistemic ends may preclude lies in their service by citing the example of the police. It also explores the concept of academic freedom and misrepresentations in the university, focusing on the issue of lying to research subjects. The chapter argues that universities have distinctive epistemic goals that in turn provide an independent basis for academic freedom, as well as a special source of criticism of the use of misrepresentation as a tool of academic research.

Double Blow to Scientific Research and Academic Freedom in Latinoamerica: Debt, Then Flames

2019 ◽  
Vol 26 (7) ◽  
pp. 755-767
Author(s):  
Consuelo Chapela
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Academic Freedom ◽  
Academic Research ◽  
Scientific Research ◽  
Public University ◽  
National Museum ◽  
Neoliberal Policies ◽  
Policies And Practices

Weaving together some historical, collective, and personal threads, I focus mainly on the trajectory of the marks neoliberal policies had printed on the Mexican and Latinoamerican Public University. I examine some polices, spaces, and forms of academic research before and in neoliberal contexts. Then I examine how those policies have been outstanding capitalist dispositifs undermining critical and social justice-oriented higher education and research. I conclude that, very much like in the National Museum of Brazil in 2018, neoliberal policies and practices of debt set fire to the Latinoamerican Public University challenging Public University ideals.

‘In the climate of continuing financial restraint’: Finding a sustainable future in the neo-liberal university

2019 ◽  
pp. 188-204
Author(s):  
Alice Garner ◽  
Diane Kirkby
Keyword(s):  
Private Sector ◽  
Academic Research ◽  
Australian Government ◽  
Sustainable Future ◽  
Financial Restraint ◽  
The Us ◽  
Us Government ◽  
Corporate Funding ◽  
The University ◽  
The Impact

The impact of neo-liberalism on the university sector had profound consequences for the Fulbright program’s ability to support academic research. Binationalism had meant the Australian Fulbright program was well-funded by the Australian government even as the US government reduced its contribution in the late 1960s-70s. From the 1980s further cutbacks meant the program had to turn towards private sector and corporate funding for support, involve the alumni and to introduce targeted scholarships. This raised dilemmas about autonomy and freedom from interference that had plagued the Fulbright program throughout its history.

Benefits and Characteristics of Mentoring Students and Young Professionals

2008 ◽  
Vol 18 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Kristal Mills
Keyword(s):  
Leadership Development ◽  
Clinical Supervision ◽  
Effective Means ◽  
Academic Research ◽  
Mentoring Programs ◽  
Teaching Skills ◽  
Online Mentoring ◽  
Young Professionals ◽  
Research And Teaching ◽  
Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

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