Literacy Among Experts in the Academy: The Academic Professions

Keyword(s):  
Author(s):  
J. Bernardes ◽  
J. O’Donoghue

Kearsley (1998) writes that “technology is often seen as a quick fix, a siren song,” and warns that “educational technology is a distraction … from what matters most— effective learning and good teaching.” The approach taken often seems more in the vein of entertainment than education, with television-type material creating an expectation of how information will be presented; the linkup of the Internet and television through streamed video may just exacerbate this. It is our view that information technology (IT) is unlikely to create empty institutions delivering distance learning, but is more likely to create distanceless learning, which is actually more accessible to all potential students. What this implies, and few in the academic professions yet understand properly, is that the whole business of delivering teaching is likely to be transformed in a way that has not happened for generations. While it is possible to develop IT-based approaches that, to some extent, mirror traditional methods of remote learning by isolated individuals and which has little or nothing to do with lifelong experiences or expertise, most academics will find themselves forced to confront very basic questions about what it is that they are trying to achieve and how they might best go about achieving those desired outcomes.


2013 ◽  
Vol 78 (2) ◽  
pp. 89-94
Author(s):  
Govert J. Buijs ◽  
Roel Jongeneel

8-9 January 2013 at the Vrije Universiteit Amsterdam, a seminar took place bringing together people from various parts of the world, various disciplines, and various academic and non-academic professions — philosophers, economists, theologians, historians, social scientists as well as bankers, businessmen, investors and others — to analyze and discuss the economic crisis as it developed in the aftermath ofthe American financial crisis of 2008. An explicit goal was as well to bring together people from various generations, to facilitate and promote a true ‘intergenerational dialogue’. The title of the seminar was ‘Economics, Christianity & the Crisis: Towards a New Architectonic Critique’. More specifically, the aim of the seminar was to develop Christianly inspired reflections on the crisis. An insight that was foundational for the seminar was that the 2008 credit crisis not only was a crisis in the (financial and real) economy (as they may occur every two decades or so), but implied also a crisis in the basic concepts and assumptions that underlie our contemporary thinking about economics, economics as a science as well as economics as a social domain. The crisis, as it erupted and evolved, simultaneously raised urgent questions at the macro- or system-level, at the intermediate level of behavior of banks and corporations, and at the level of personal morality, the vices and virtues involved in business transactions.


2014 ◽  
Vol 28 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Anne Reino ◽  
Krista Jaakson

The academic profession traditionally consists of three roles: teaching, research and service. The service role includes not only university–industry and university–society relationships, but also academic professionals' obligations to their internal stakeholders, such as administrators and colleagues. This paper argues that the paradigm shift in universities in favour of the service role has generated several value conflicts for academic employees. Using a case study methodology, focus group interviews with academic employees of a public university in Estonia revealed numerous value conflicts regarding the service role. It is argued that such conflicts cause job stress and dissatisfaction and impede necessary changes being made by the organization. The authors discuss possible strategies for coping with these value conflicts.


Author(s):  
Bruce Curtis

This paper discusses the likely impacts of the Performance-Based Research Fund. 2003 Quality Exercise on academics in New Zealand. It is argued the Performance-Based Research Fund (PBRF) is one of a number of developments within the 'new managerialism' of public institutions that stands to downgrade forms of professional control enjoyed by academics (Abbott, 1991). The downgrading of academic professions internationally is well-documented (Halsey, 1992) and it would be surprising if academics in New Zealand were exempt from these pressures. More unanticipated, however, is the extent to which academics, at least within the humanities and social sciences of universities, pursue strategies that collectively undercut existing forms of professional control over labour markets, peer review and public esteem.


Author(s):  
Dr. José Luis Suárez Domínguez
Keyword(s):  

El capital cultural es una noción teórica y metodológica sobre la cual es posible construir un conjunto de hipótesis para explorar diversos objetos de estudio en educación. En este artículo, intentamos asociar el nivel de capital que poseen los estudiantes con el tipo de disciplinas a las cuales deciden ingresar. En particular, nuestro interés descansa en observar las disciplinas que pertenecen al área de humanidades de la Universidad Veracruzana, las cuales cuentan con una diversidad de profesiones académicas cuyo prestigio es variable.AbstractCultural capital is a theoretical and methodological notion which allows to build several hypotheses exploring a number of objects of study in education. In this article we aim to relate the level of capital which the students possess to the discipline that they choose to enroll. Our interest particularly focuses on the disciplines of the humanities at the Universidad Veracruzana which are characterized by a variety of academic professions and prestige.Recibido: 06 de diciembre de 2013Aceptado: 12 de mayo de 2014


2019 ◽  
Vol 32 (4) ◽  
pp. 288-290
Author(s):  
Tara Cortes

Interprofessional collaborative education and practice is essential in the current complex healthcare climate. Barriers to interprofessional education include difficulty scheduling joint activities amid the silos of discipline-specific curricula and the lack of urgency by faculty to find innovative ways to commit to interprofessional training. Barriers in practice include poor understanding of the roles of different professionals and lack of awareness of the concept because the people in the workforce were mostly educated before interprofessional practice and education were prioritized by national bodies representing academic professions. The author of this paper describes opportunities for interprofessional education and practice and describes a way to create an educational-practice partnership to drive quality in healthcare settings.


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