Causes and Consequences of the Migration of Scientists and Students from the Brics Countries to Developed Economies

One of the major problems in the relationship between the Global South and the Global North is the the drain of intellectual capital from the economies and education systems of the most developed countries of the Global South, which bothers both developing countries and some European ones. The purpose of the study is to reveal the reasons for the migration of scientists and students from Brazil, the Russian Federation, India, China, South Africa (BRICS countries) and identify the consequences of the process through the example of a Russian university by studying the characteristics of personal experience and motivation of students and teachers. The research is devoted to the study of academic activity abroad and the attitude of 360 four- and five-year students and 321 teachers at Novosibirsk State University (Novosibirsk, the Russian Federation) towards the practice. The survey results revealed that a relatively small number of respondents (31.07% of teachers and 9.03% of students) have experience of foreign academic activity; the large majority of participants highly assessed the possibility of studying and working abroad (4.87 and 3.48 on a 5-point Likert scale among teachers and students, respectively). The results of the study are in line with the findings of similar studies on academic migration in other BRICS countries; therefore, they can be extrapolated in a broader context. In particular, according to all respondents, the possibility of repeated or circular migration is extremely low (0.88 and 1.61). The research results can help to manage international research and exchange programs, as well as to regulate university training programs and academic migration. The novelty of the study lies in the analysis of the motivation of scientists and students on academic migrating and their assessment of migration intentions based on an example of a single educational institution and region.

From Digital Distraction to Digital Motivation

The presence of technology on college campuses has increased rapidly in recent years. Students come to the classroom with a variety of technological devices including smart phones, tablets, or laptops and use them during academic activity. For this reason, there are many researchers who, in recent times, have been interested in the problems derived from digital distraction in higher education. In many cases, researchers have conducted studies and surveys to obtain first-hand information from the protagonists, that is, from university professors and students. Despite the efforts, there are many questions that still remain unanswered. The authors are aware of the enormous challenge that the use of technology poses in the university classrooms and want to delve into the causes and consequences of student digital distraction and the strategies that can be used by instructors to curb student digital distraction without deteriorating student-instructor rapport in the context of higher education.

STRATEGIC PLAN TO STRENGTHEN RESEARCH AS A MECHANISM TO INCREASE MEANINGFUL TRAINING BASED ON FORMATIVE RESEARCH

Background: The academic activity of students and professors constitutes the basis of professional training in engineering. Training in electrical engineering has always been of less interest to university students compared to other professional training programs. However, in recent years, this interest has decreased beyond previous trends, an effect detected in all engineering programs, which has been accelerated by the distance learning mechanisms adopted in the face of the spread of COVID-19. Therefore, among the incentive mechanisms for young people, the promotion of research activity has been included. This study describes the model proposed within the Electrical Technology and Engineering programs of the Universidad Distrital Francisco José de Caldas as a distinctive element of its research training strategy. Aims: To offer alternatives tending to promote the current research activities of the research groups of the electrical engineering area of the Universidad Distrital (Colombia) to increase the performance of the formative research processes, in particular with motivational aspects, development of critical awareness, and strengthening of resilience. Methods: A strategic plan was developed to increase the activity related to research processes within the academic program. It was based on the dynamics shown in the last seven years, and a set of strategies aimed at strengthening and encouraging this trend was projected for the next seven years. Results and Discussion: This strategic plan is expected to increase academic activity, particularly related to scientific production indicators. Projections for the next seven years indicate an increase in student participation related to scientific publications, the population in research groups, and project development. Conclusions: The proposed scheme corresponds to a model adjusted to higher education institutions with student populations of low academic strata and under national standards that prioritize quality in education from the point of view of both physical and human resources, particularly those that promote critical awareness of local and national reality. In this sense, the proposed plan is highly relevant and promotes one of the strengths identified in the academic program.

Jan Baudouin de Courtenay, Czy historia i filologia mogą umiejętnie rozwiązać swoje zadanie bez ścisłego związku z filozofią, a mianowicie z filozofią historii i filozofią języka?

Can History and Philology Competently Address Their Tasks without a Close Connection with Philosophy, Namely Philosophy of History and Philosophy of Language? The thesis by Jan Baudouin de Courtenay published here is probably the oldest of the texts by the Polish linguist. The text was submitted in 1864 as a part of the logic and philosophy course taught at the Warsaw Main School by Henryk Struve. It clearly shows an attempt by the young researcher to embark on a scholarly path, which turns out to be far from the one Baudouin de Courtenay took later in his academic activity. The future linguist argues here in defence of linguistics as a so-called physical science (a natural skill, as he often calls it in his dissertation), thus contrasting it with philology and history.

Impacts of clinical academic activity: qualitative interviews with healthcare managers and research-active nurses, midwives, allied health professionals and pharmacists

ObjectivesTo explore the perceived impacts of clinical academic activity among the professions outside medicine.DesignQualitative semistructured interviews.Setting and participantsThere were two groups of interviewees: Research-active nurses, midwives, allied health professionals, healthcare scientists, psychologists and pharmacists (NMAHPPs) and managers of these professions. All participants were employed in a single, multisite healthcare organisation in the UK.AnalysisInterview transcripts were analysed using the framework method to identify key themes, subthemes and areas of divergence.ResultsFour themes were identified. The first, cultural shifts, described the perceived improvements in the approach to patient care and research culture that were associated with clinical academic activity. The second theme explored visibility and included the positive reputation that clinical academics were identified as bringing to the organisation in contrast with perceived levels of invisibility and inaccessibility of these roles. The third theme identified the impacts of the clinical academic pathways, including the precarity of these roles. The final theme explored making impact tangible, and described interviewees’ suggestions of possible methods to record and demonstrate impact.ConclusionsPerceived positive impacts of NMAHPP clinical academic activity focused on interlinked positive changes for patients and clinical teams. This included delivery of evidence-based healthcare, patient involvement in clinical decision making and improved staff recruitment and retention. However, the positive impacts of clinical academic activity often centred around individual clinicians and did not necessarily translate throughout the organisation. The current clinical academic pathway was identified as causing tension between the perceived value of clinical academic activity and the need to find sufficient staffing to cover clinical services.

A systematic review of constructive and solutions journalism research

Academic activity surrounding constructive and solutions journalism has surged in recent years; thus, it is important to pause and reflect on this growing body of work in order to understand where the field can and should go in the future. We conducted a systematic review of existing literature on solutions and constructive journalism ( N = 94), in an effort to (1) describe the state of this field by identifying the patterns and trends in the methodological and conceptual approaches, topics, institutions, countries and practices involved in this research, and (2) illuminate potentially important gaps in the field and suggest recommendations for future research.

Social organisational LCA for the academic activity of the University of the Basque Country UPV/EHU

Purpose This article aims to estimate the social footprint of a higher education institution (HEI) and its potential contribution to Sustainable Development Goals (SDGs) under life cycle assessment (LCA) perspective. The social organisational life cycle assessment (SO-LCA) of the academic activity of the University of the Basque Country (UPV/EHU), in northern Spain, has been performed, in order to estimate its social impacts. Method The assessment has been run using openLCA software and supported on the PSILCA-based Soca add-on for the Ecoinvent v3.3 database, covering 53 social indicators for almost 15,000 industrial sectors and goods in 189 countries. Results and discussion The analysis undertaken reflects social impacts and associated risk levels for four stakeholders: Workers, Local Community, Society, and Value Chain Actors. Labour activity in the UPV/EHU is the sub-process with the greatest social impact, followed by processes related to transport, energy, materials, and waste management. Among the socio-economic context which supports the academic activity of the UPV/EHU (indirect impacts), the existence of traces of child labour and illiteracy outside the Basque Country stands out. Further analysis would be required in order to more accurately determine the geographical location of such impacts, and also to better tackle the concept of social debt. Conclusion SO-LCA may have great potential for HEIs, helping them to identify hotspots, reduce their social footprint, and raise awareness among the academic community, which undoubtedly contributes to the knowledge, progress, human values, and sustainability these HEIs stand for. Graphical abstract

Csiky Lajos hosszabb terjedelmű műveinek korabeli fogadtatása

"The Contemporary Reception of Lajos Csiky’s Voluminous Works. Lajos Csiky (1852–1925) was a late 19th and early 20th-century professor of practical theology at the Theological Academy of Debrecen. His works have not yet been researched accordingly. In the first part of this short paper, we would like to present the socio-theological context in which the renowned theologian spent his creative years, focusing especially on the debate of the day between liberal and orthodox theology. In the second part, we would like to reflect on the way his major theological works were received by his contemporaries during a span of more than four decades of academic activity. Keywords: Lajos Csiky, 19th-century theological debates in Hungary, practical theology, Ferenc Balogh, Imre Révész, Mór Ballagi "