scholarly journals Care Work and Academic Motherhood: Challenges for Research and Tenure in the Canadian University

2021 ◽  
Vol 51 (4) ◽  
pp. 85-99
Author(s):  
Yvonne James ◽  
Ivy Bourgeault ◽  
Stephanie Gaudet ◽  
Merridee Bujaki
Keyword(s):  
Post Partum ◽  
Research Process ◽  
Care Work ◽  
Doctoral Degrees ◽  
Tenure Track ◽  
Structured Interviews ◽  
Promotion And Tenure ◽  
Tenure Track Position ◽  
The University ◽  
Mothers Experiences

In Canada, women are earning an increasing number of doctoral degrees; yet, they are less likely to secure a tenure-track position. A feminist thematic analysis of semi-structured interviews with 20 academic mothers from two Canadian universities reveals the range of challenges that mothers encounter in relation to care on the tenure-track. First, the theme of “fear of post-partum academic erasure” captured faculty mothers’ experiences of feeling compelled to assert their physical and intellectual presence in post-partum during peak periods of infant care. The second theme, “the mommy tenure track and care choices,” encapsulated academic mothers’ experiences of feeling unsupported by the university in their pursuit of promotion and tenure given care responsibilities associated with motherhood. The final theme, “research while caring,” captured the tensions academic mothers experience between the research process and caring. The findings of this research are particularly relevant in a pandemic and post-pandemic environment, where academic mothers have seen their care work swell to unprecedented proportions.

scholarly journals The innovation scorecard for continuous improvement applied to translational science

2017 ◽  
Vol 1 (5) ◽  
pp. 296-300
Author(s):  
Joseph A. Kotarba ◽  
Kevin Wooten
Keyword(s):  
Performance Management ◽  
Balanced Scorecard ◽  
Qualitative Evaluation ◽  
Research Process ◽  
Translational Science ◽  
Structured Interviews ◽  
University Of Texas ◽  
And Performance ◽  
Scientific Value ◽  
The University

IntroductionThis paper reports on the baseline stage of a qualitative evaluation of the application of the Innovative Scorecard (ISC) to the Clinical and Translational Science Award (CTSA) at the University of Texas Medical Branch (UTMB) at Galveston. The ISC is adopted from the established Balanced Scorecard system for strategic planning and performance management. In formulating the evaluation, we focused on the organizational identity literature.MethodsThe initial evaluation consisted of a series of semi-structured interviews with 22 participants of the ISC Boot Camp conducted in July 2015.ResultsThe logic of grounded theory pointed to the clustering of perceptions of the ISC around respondents’ occupational locations at UTMB. Administrators anticipate the expansion of planning activities to include a wider range of participants under the current CTSA award period (2015–2020) than under our first CTSA approval period (2009–2014). A common viewpoint among the senior scientists was that the scientific value of their work will continue to speak for itself without requiring the language of business. Junior scientists looked forward to the ISC’s emphasis on increasingly horizontal leadership that will give them more access to and more control over their work and resources. Postdocs and senior staff welcomed increased involvement in the total research process at UTMB.ConclusionThe report concludes with strategies for future follow-up.

scholarly journals An Exploration of Student Midwives’ Lived Experiences Regarding Confidence and Satisfaction in Medium-Fidelity Simulation

2018 ◽  
Vol 12 (1) ◽  
pp. 272-281
Author(s):  
Zukiswa Brenda Ntlokonkulu ◽  
Ntombana Mcdeline Rala ◽  
Daniel Ter Goon
Keyword(s):  
Lived Experiences ◽  
Interpretative Phenomenological Analysis ◽  
Post Partum ◽  
Phenomenological Analysis ◽  
Theory And Practice ◽  
Clinical Environment ◽  
Structured Interviews ◽  
University Of Fort Hare ◽  
Simulated Condition ◽  
The University

Background Newly qualified midwives are expected to exhibit some level of confidence in practice when they enter the clinical environment. Objective To explore the lived experiences of student midwives after exposure to medium-fidelity simulation concerning confidence and satisfaction. Methods This qualitative, interpretive, phenomenological analysis study was conducted on a purposive sample of five, fourth-year Baccalaureate of Nursing Science student midwives at the University of Fort Hare. In-depth semi-structured interviews were conducted. Data analysis applied the interpretative phenomenological analysis approach. Results Superordinate theme sense of fulfilment elicited six sub-ordinate themes namely 1) Transferability of skills 2) Knowledgeable 3) Equipment used during simulation 4) Realism of simulation 4) Sense of accomplishment 5) Sure/unsure of performance. The use of a standardised patient during the simulation instead of a mannequin prepared participants for the real clinical environment. After being involved in the simulation, participants became more inquisitive regarding the management of the simulated condition. Satisfaction with simulation depended on whether the simulation activity met the student’s expectations, and if the simulation equipment resembled real clinical equipment. Post-partum haemorrhage simulation bridged the gap between theory and practice. Conclusion Confidence and satisfaction of student midwives during simulation is depended on the realism of the simulated activity. Exposure to simulated activity increases student knowledge. The student acknowledged that simulation can bridge the gap between theory and practice.

Karen Salyer McElmurray

2020 ◽  
pp. 700-707
Keyword(s):  
Air Force ◽  
First Person ◽  
Tenure Track ◽  
University Of Virginia ◽  
Her Family ◽  
University Of Georgia ◽  
Berea College ◽  
Tenure Track Position ◽  
Family Connections ◽  
The University

Born in Topeka, Kansas, where her father was serving in the air force, Karen Salyer McElmurray has deep Kentucky roots, with family connections to Floyd and Johnson Counties. The first person in her family to attend college, McElmurray earned a BA from Berea College, an MFA from the University of Virginia, an MA from Hollins University, and a PhD from the University of Georgia. McElmurray left a tenure-track position at a university—an uncommon step for an academic—to teach writing in more varied settings and to pursue a career as an author of fiction and nonfiction and as an anthologist....

scholarly journals A Benefit-Maximization Solution to Our Faculty Promotion and Tenure Process

2015 ◽  
Vol 1 (2) ◽  
pp. 20 ◽  
Author(s):  
Somjit Barat ◽  
Hanafiah Harvey
Keyword(s):  
Cost Benefit ◽  
Tenure Track ◽  
Promotion And Tenure ◽  
Time Commitment ◽  
Research Activities ◽  
Track Candidate ◽  
Optimal Mix ◽  
Critical Components ◽  
The University ◽  
Tenure Process

<p>Tenure-track/tenured faculty at higher education institutions are expected to teach, conduct research and provide service as part of their promotion and tenure process, the relative importance of each component varying with the position and/or the university. However, based on the author’s personal experience, feedback received from several colleagues, and review of research on this topic, the authors note that there is considerable concern among many faculty members as to what constitutes an optimal mix of the critical components of evaluation.</p><p>Consequently, the authors present a cost-benefit utilitarian model using which, the faculty member can objectively allocate his/her limited resources, such as time commitment and effort, between teaching and research activities. The authors believe that such a blueprint will prove to be a critical tool for the tenure-track candidate, as well as for the university administration. One of the notable features of the proscribed tool is that it is not discipline-specific and therefore, has a wide application in university governance.</p>

scholarly journals Cultural Adaptation of Erasmus Students in Latvia and Host University Responsibility

2017 ◽  
Vol 14 (2) ◽  
pp. 44-54 ◽  
Author(s):  
Velga Vevere ◽  
Consuelo Resentini ◽  
Marcos Garcia Alfaya ◽  
Angel Muniz Mejuto
Keyword(s):  
Cultural Adaptation ◽  
Student Mobility ◽  
Research Process ◽  
Social Adaptation ◽  
Exchange Students ◽  
Structured Interviews ◽  
Existing Problems ◽  
Critical Issues ◽  
Local Students ◽  
The University

AbstractInternationalisation of education and student mobility (incoming and outgoing) has become a significant factor in the sphere of higher education. These processes lead to interaction between local students and exchange students, as well as between exchange students and host universities. Being in the foreign country for a certain period (one or two semesters) requires some cultural and social adaptation that could or could not be problematic for various reasons. In order to maximise benefits for the exchange students and host universities, it is important to identify existing problems and to offer possible solutions. The aim of the current paper is to research the critical aspects of cultural adaptation process of ERASMUS students in Latvia. The international group that consists of a professor of the University College of Economics and Culture and three exchange students from Italy and Spain carried out the research. The empirical methods used were the following: a survey of ERASMUS students (non-probability purposive sampling) and semi-structured interviews with the host university ERASMUS coordinators. The data processing methods were the descriptive statistics as well as the thematic content analysis. On the basis of critical issues identified during the research process, the authors worked a set of practical solutions aimed at the host institutions.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Integration of Digital Preservation Knowledge, Skills and Competencies in the Teaching Curricula of Library and Information Studies at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Thatayaone Segaetsho ◽  
Julie Moloi
Keyword(s):  
Digital Preservation ◽  
Records Management ◽  
Structured Interviews ◽  
University Of Botswana ◽  
Current Trends ◽  
Teaching Content ◽  
Library And Information Studies ◽  
Information Studies ◽  
The University

In the past few decades, digital technology has found a place in the acquisition, arrangement, description, preservation, and dissemination of information. However, heritage institutions are perturbed by the challenges of digital preservation strategies particularly for education. Despite continuous investment in digital preservation, there are limited skilled professionals to equip learners with the knowledge, skills and competencies required to drive digital preservation in Botswana. Therefore, this paper investigated the knowledge, skills and competencies related to digital preservation in the teaching curricula of the Department of Library and Information Studies (DLIS) at the University of Botswana. Data collection was done through intensive structured interviews with specific educators who teach courses on digital preservation in the archives and records management stream. The study revealed that despite the fact that the educators in preservation courses are aware of current trends in digital preservation, most of them have not obtained formal degree certification specific to digital preservation. The findings further revealed that minimal digital preservation competencies are observed in the teaching curricula. A significant number of challenges observed illustrated mainly a lack of resources and limited skills in terms of practical demonstrations by educators. The curricula mostly lacked clarity on long-term and short-term digital preservation. The study recommends that DLIS and other institutions should conduct surveys or curriculum auditing on digital preservation in order to improve the teaching content. A significant number of shortcomings regarding digital preservation that could motivate further studies are also discussed under the conclusion and recommendations section of this study.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

scholarly journals Mobilizing foreign language students for multilingual crisis translation in Shanghai

Multilingua ◽  
2020 ◽  
Vol 39 (5) ◽  
pp. 587-595 ◽  
Author(s):  
Yongyan Zheng
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Local Community ◽  
University Student ◽  
Technical Knowledge ◽  
Structured Interviews ◽  
Close Collaboration ◽  
Team Members ◽  
Student Volunteers ◽  
The University

AbstractThis paper examines the multilingual translation efforts of a group of university student volunteers during the COVID-19 outbreak in Shanghai. Data were collected through semi-structured interviews of the volunteer team leader, team members, and a local community health worker. Findings identified time constraints, limited language proficiency, and limited technical knowledge as the major challenges confronting the university volunteers. In order to overcome the challenges, they worked in close collaboration and used translingual and network strategies to facilitate prompt and high-quality crisis translation. Findings suggest that foreign language university students in local universities may serve as readily available multilingual resources and can be mobilized in prompt response to the grassroots multilingual needs of the local community in times of crisis. The paper ends with implications for measures and strategies to enhance effective emergency language service and crisis communication for global multilingual cities.

scholarly journals Internally Incentivized Interdisciplinarity: Organizational Restructuring of Research and Emerging Tensions

Minerva ◽  
2021 ◽  
Author(s):  
Mikko Salmela ◽  
Miles MacLeod ◽  
Johan Munck af Rosenschöld
Keyword(s):  
Interdisciplinary Research ◽  
Interdisciplinary Collaboration ◽  
Scientific Output ◽  
Green Technology ◽  
Academic Careers ◽  
Organizational Restructuring ◽  
Structured Interviews ◽  
Using Data ◽  
The University ◽  
Internal Funding

AbstractInterdisciplinarity is widely considered necessary to solving many contemporary problems, and new funding structures and instruments have been created to encourage interdisciplinary research at universities. In this article, we study a small technical university specializing in green technology which implemented a strategy aimed at promoting and developing interdisciplinary collaboration. It did so by reallocating its internal research funds for at least five years to “research platforms” that required researchers from at least two of the three schools within the university to participate. Using data from semi-structured interviews from researchers in three of these platforms, we identify specific tensions that the strategy has generated in this case: (1) in the allocation of platform resources, (2) in the division of labor and disciplinary relations, (3) in choices over scientific output and academic careers. We further show how the particular platform format exacerbates the identified tensions in our case. We suggest that certain features of the current platform policy incentivize shallow interdisciplinary interactions, highlighting potential limits on the value of attempting to push for interdisciplinarity through internal funding.

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