Impact of COVID-19 on the Nature of Academic Work in Colleges of Education in Ghana

This study investigated the impact of COVID-19 on the nature of academic work in Colleges of Education in Ghana. The study adopted the descriptive survey design. A sample of 346 students was selected for the study. The participants chosen from the Evangelical Presbyterian College of Education, Peki College of Education and the St. Theresah College of Education in the Volta Region of Ghana through purposive, convenience and snowball sampling procedures. Data were gathered using an online questionnaire. Data were received from 270 students resulting in a 78% return rate. The data were analysed using frequencies and percentages as well as means and standard deviations. The results showed that tutors in Colleges of Education mostly taught during the COVID-19 period by sending audio recordings, texts or slide presentations to students. This was however not done in real time. Also, the tutors gave assignments and quizzes and gave feedback on the performance of the students. Finally, it was found that most students’ services were not provided satisfactorily when school came to an abrupt end because of the COVID-19 Pandemic. Specifically, student counselling services, student affairs services, organisation of tutorials/seminars and practical classes as well as technical support or IT services and supervisions and mentorships were not satisfactorily provided. It was therefore recommended that authorities in Colleges of Education should liaise with officers in charge of specific services like counselling, student affairs and technical or IT support so that they can effectively and satisfactorily assist students even when they are not on campus.

Writing Radically as Women With Virginia Woolf: Why?

In a short essay titled “Why,” Virginia Woolf daringly questioned the ways in which knowledge is produced, performed, and proclaimed as particular kinds of truths in institutions of power and authority, including academic writing. She subversively suggested, “The little twisted sign that comes at the end of the question has a way of making the rich writhe” and advised that such questions choose their “asking place with care”. In this article, we suggest that the “post” scholarship moment is the moment to ask new questions about the ways Woolfian inspired life-writing as a performance of self and social worlds might be engaged to trouble and open up what the “product” and performance of academic work, words, and worlds might come to be.

Paying the price? Academic work and parenting during COVID-19

Introduction: The shift to remote working/learning to slow transmission of the SARS-CoV-2 virus has had widespread mental health impacts. We aimed to describe how the COVID-19 pandemic impacted the mental health of students and faculty within a health sciences faculty at a central Canadian university. Methods: Via an online survey, we queried mental health in the first four months of the COVID-19 pandemic quantitatively (scale: 1 (most negative)-100 (most positive)) and qualitatively. Results: The sample (n = 110) was predominantly women (faculty 39/59; [66.1%]; students 46/50; [92.0%]). Most faculty were married/common law (50/60; [84.8%]) and had children at home (36/60; [60.0%]); the opposite was true for most students. Faculty and students self-reported comparable mental health (40.47±24.26 and 37.62±26.13; respectively). Amongst women, those with vs. without children at home, reported significantly worse mental health impacts (31.78±23.68 vs. 44.29±27.98; respectively, p = 0.032). Qualitative themes included: “Sharing resources,” “spending money,” “few changes,” for those without children at home; “working at home can be isolating,” including the subtheme, “balancing act”: “working in isolation,” “working more,” for those with children at home. Discussion: Amongst women in academia, including both students and faculty, those with children at home have disproportionately worse mental health than those without children at home.

Academic Work and Life of Public Administration Students During the COVID-19 Pandemic in Slovenia

The COVID-19 pandemic has radically transformed the lives of people, including higher education students. Thus, the main aim of the chapter is to present the effects of the COVID-19 pandemic on academic work and life of public administration students in Slovenia compared with their counterparts from other fields of study. The analysis is based on 1,049 Slovenian respondents, covering 211 students from public administration and 838 students from other fields of study. The results show that at the time of the lockdown public administration students were the most satisfied with real-time online lectures, followed by asynchronous forms of lectures. Compared with the students from other fields of study, they were in general more satisfied with provided course assignments and feedback on performance but less satisfied with lecturers' response, openness, and information. They also found it more difficult to focus, adapt, and achieve better performance in the online environment and were in general less confident in computer skills compared to their counterparts from other fields of study.

Means and Meanings of Research Collaboration in the Face of a Suffering Earth: A Landscape of Questions

The Earth is speaking to us in its own language of suffering—rising average temperatures, increasingly extreme weather conditions, mass extinction of species and so on. Academic habits of travelling long distances and/or frequently, as many of us have, affect the Earth and its inhabitants. This chapter argues the need for changing habits not just by developing technical infrastructure but through developing awareness among academics of the issues involved including the dynamics that may be slowing down change. The chapter contributes by discussing the means and meanings of research collaboration in this context. We explore the role of collaboration across distance in scholarship (Erkenntnis), various ways (technical and otherwise) that materialities can affect remote collaboration and reflect on the ethics of commitments intrinsic to academic work. The challenge facing academics is to integrate these three aspects—sharing, the material/technical and the ethical—in developing ways of working which are responsive to the Earth crises. To support this, we indicate a set of questions which can be helpful to consider when, as scholars, we make decisions about why and how to collaborate.

Aeromobilities and Academic Work

Increasingly academic air travel in recent decades is part of a larger transformation and globalisation of modern work life away from the industrial and hierarchical work towards much more flexible, networked and mobile work where air travel often is a critical component. However, the climate crisis and COVID-19 have put such work practices under pressure. Therefore, the chapter first examines the importance of aeromobilities for late modern work, which sets the context of contemporary academic work practices. Next, the chapter particularly examines academic work, where especially physical meetings and face-to-face interaction play a central role in academic work and aeromobilities. The chapter argues here for a more diverse understanding of the meaning and role of such meetings if a lower climate footprint should be achieved. Following, it present a tool that provides a better understanding of which types of meetings particularly require co-presence and face-to-face communication, and which types of meetings that just as well—or perhaps even better and more efficiently—can be carried out as virtual meetings. However, as stressed in the conclusion, such an approach seems to require a much greater focus on ‘aeromobility management’ at academic institutions in the future.

Introduction: Ending the Romance of Academic Flying

In this introduction, we note how academic work has come to be ever more closely entwined with air travel, and point out that we, in the face of climate crisis, are obliged to transition to other means of academic communication. Such a transition requires a reliable documentation of the consequences of academic flying; a deep understanding of the various reasons why academics fly; as well as sophisticated insight into what can replace flying and how. The introduction explores these themes first through David Lodge’s novels Changing Places and Small World, and then explains how the book’s chapters follow up the research agenda on academic aeromobility, as well as how this agenda can contribute to practical change.

ZAHED, L.-M. (2020). HOMOSEXUALITY, TRANSIDENTITY, AND ISLAM: A STUDY OF SCRIPTURE. CONFRONTING THE POLITICS OF GENDER AND SEXUALITY. AMSTERDAM: AMSTERDAM UNIVERSITY PRESS

The book under review is authored by Ludovic-Mohammed Zahed (b. 1977), a French scholar of social psychology and the founder of Homosexuels musulmans de France, an association for gay and queer Muslims in France. With his work Zahed, who identifies as a feminist, gay Muslim and holds a position of an imam in an inclusive mosque in Paris, seeks to contribute to the expanding body of academic work that engages with issues of gender and sexuality in Islam. As his sources of inspiration, he names Islamic feminist scholars Fatima Mernissi (e.g. 1987; 2003) and Amina Wadud (1999; 2008), as well as a prominent scholar on sexual diversity in Islam, Scott Siraj Kugle (2010; 2013). If Islamic feminist studies have already evolved into an established field that has its roots in the 1980s, topics of homosexuality and non-binary gender identity in Islam have begun attracting scholarly interest only relatively recently. Particularly in the last decade, there has been a visible growth in the number of published works that have engaged with these topics from theological, sociological, and historical perspectives (e.g., Roscoe & Murray, 1997; El-Rouayheb, 2009; Habib, 2010; Shah, 2018). Challenging the premise that homophobia and misogyny are in compliance with Islamic ethical values, Zadeh’s book clearly draws on the arguments developed in these trailblazing works.

Compliance and resistance: How performance measures make and unmake universities

How individuals comply with, and resist performance measures and metrics can be seen as a key concern in management and organization. Recent literature has advanced our understanding of compliance as a social practice which is often related to resistance. Yet, compliance is seen as something we equate with simply yielding to power without any agency. We address this theme with a study of the effects of managerialism on academic work. More specifically, we investigate the introduction of measures and controls to improve PhD completion times in a research-intensive UK university. Our findings show that despite most of our respondents voicing concerns about the reductionist nature of the target and the consequences for quality, the large majority of academics we talked to complied with the measure. We identify three compliance types that demonstrate compliance is an interpretative process. We make two principal contributions with this paper. First, we offer insights into why compliance deserves analytic attention as a social practice in its own right, as something that goes beyond mere consent. Second, we analyze the impact of managerialism on higher education through the lens of compliance. We use these insights to reflect on how compliance was linked to resistance and the effects of different compliance practices on academic work which ranged from shifting responsibilities to challenging academic integrity.

TÉLÉAPPRENTISSAGE EN PHILOLOGIE APRÈS LA PANDEMIE – SERA-T-IL COMME CELUI D’AVANT ?

At the end of the first semester of the 2019/2020 academic year, we conducted an opinion survey of 50 philology students on their willingness to adopt new pedagogical approaches based largely on digital media. We measured the degree of appreciation of different forms of academic work, including lectures, tutorials and seminars, modified by these approaches. After a year of the COVID-19 pandemic, we investigated the potential revision of views on the practical application of the innovations described in 2020. Our research focused on appreciating the usefulness and effectiveness of the teaching methods analyzed during the initial research, judged through the prism of current experiences.