Aristocracy or Meritocracy? The Role of Elite Pedigree and Research Performance in New Accounting Faculty Placements

This paper investigates the influences of elitism and merit in new accounting faculty. Building on research showing that search committees value pedigree in hiring new faculty, we theorize both aristocratic (e.g., accessing or reinforcing elite networks) and meritocratic (e.g., signaling stronger future research potential) influences on the hiring of new accounting faculty. Using curriculum vitae from 381 Accounting Ph.D. Rookie Recruiting and Research Camps, we examine whether candidates graduating from elite accounting institutions place disproportionately higher than do their non-elite peers. Results suggest that elite pedigree predicts placement rank among candidates without favorable publication outcomes at top journals (e.g. acceptance or invitation to resubmit) but not among candidates with favorable publication outcomes. The results suggest joint and complex aristocratic (elite-based) and meritocratic (productivity-based) influences in new accounting faculty hiring.

Feminization of Resistance: Reclaiming the Affective and the Indefinite as Counter-Strategy in Academic Labor Activism

‘Feminization’ is used either quantitatively to indicate an increased female labor market participation or qualitatively to refer to labor devaluation and to types of work that supposedly require “feminine” skillsets. This article cautiously hews to the qualitative interpretations but suggests an affirmative reconstruction of the concept in the context of collective action. It argues that contemporary grassroots academic labor movements rely more explicitly on collective emotions and aim at building long-term bases of solidarity, instead of performative activism and mass mobilizations. This ‘affective turn’ in academic labor activism is argued to signal a “feminization of resistance”, characterized by a pronounced propensity for affective and relational groundwork. This argument is substantiated in view of the Network for Decent Work in Academia (NGAWiss), a nation-wide precarious researchers’ network in Germany, and the New Faculty Majority (NFM), an adjunct advocacy group in the US. The aim is twofold: first, the article contributes to a better understanding of contemporary labor activism by elucidating the precarious collective’s incremental achievements, often ignored by the outcome-oriented labor movement literature. Second, by reframing it as a mode of affective resistance, the article extends the analytical scope of the term “feminization”.

Rising Star Early-Career Faculty Award Lecture and Cyber-Pedagogy Panel Discussion

The Rising Star Early-Career Faculty Award lecture will feature an address by 2021 recipient Candace S. Brown, PhD, MA, MEd, of the University of North Carolina, Charlotte. The Rising Star Early-Career Faculty Award acknowledges new faculty whose teaching and leadership stand out as influential and innovative. This event will also feature a panel discussion led by the AGHE Awards Review Panel titled, “Cyber-Pedagogy to the Rescue: Creating Effective Online Programming for Students and Trainees During the Pandemic.”

Mentorship, Sponsorship, and Professional Networking

Creating an ecosystem of mentorship and sponsorship requires institutional commitment and the collaboration of faculty and administrators from diverse backgrounds. From 2012 to 2018, the UC Davis ADVANCE Mentorship and Networking Initiative (MNI) partnered with the campus leadership to implement several programs and activities to support mentorship, sponsorship, and professional networking for STEM women faculty across career levels. During this award period, pilot programs aimed to provide strong mentorship for newly recruited faculty, including scholars affiliated with the Center for Multicultural Perspectives on Science (CAMPOS) as well as mid-career faculty, with the intention of scaling efforts across campus units. MNI committee projects included piloting “Launch Mentoring Committees” for 43 new faculty, support for faculty-led “New Faculty Network” monthly networking mixers, implementation of the Associate Professor Network listserv, annual co-hosting of the Fall Welcome for Women Faculty, and development of the ADVANCE Scholar Award Distinguished Lecture and Networking Reception. Though all MNI programs and activities were well-received, both faculty mentors and mentees evaluated the Launch Mentoring Committees especially positively. This program emerged as a recommended best practice for engaging new faculty and building a sense of community that crosses disciplinary and intersectional boundaries.

Shadow Program Committee Initiative

The Shadow Program Committee (PC) is an initiative/program that provides an opportunity to Early-Career Researchers (ECRs), i.e., PhD students, postdocs, new faculty members, and industry practitioners, who have not been in a PC, to learn rst-hand about the peer-review process of the technical track at Software Engi- neering (SE) conferences. This program aims to train the next generation of PC members as well as to allow ECRs to be recog- nized and embedded in the research community. By participating in this program, ECRs will have a great chance i) to gain expe- rience about the reviewing process including the restrictions and ethical standards of the academic peer-review process; ii) to be mentored by senior researchers on how to write a good review; and iii) to create a network with other ECRs and senior researchers (i.e., Shadow PC advisors). The Shadow PC program was rst introduced to the SE research community at the Mining Software Repositories (MSR) confer- ence in 2021. The program was led by Patanamon Thongta- nunam and Ayushi Rastogi (Shadow PC Co-chairs) with support from Shadow PC Advisor Co-Chairs (Foutse Khomh and Serge Demeyer), PC Co-Chairs of the technical track (Meiyappan Na- gappan and Kelly Blincoe), and the General Chair of the con- ference, Gregorio Robles. To promote and facilitate the Shadow PC program at SE conferences in the future, this report provides details about the process and a re ection on the Shadow PC pro- gram during MSR2021. The presentation slides and video are also available online at https://youtu.be/ReUXwmtIEk8.

Afterimages

Afterimages is a series of artwork I developed after becoming involved in the Then & Now: Arts at Warwick project from initial exploration of the Modern Record Centre’s archive. The construction of the new Faculty of the Arts building is the central focus for my work, which is interested in the impact that communities have on their spaces and vice versa. This article aims to discuss and analyse the concepts presented in Afterimages and the process of creating the work. This includes the methodological influences of psychogeography, the architectural theories of Léon Krier, and the contextualisation of the work amid the global pandemic. Following the events of the past six months, much of the student experience of Warwick has moved online. In light of this, this article also seeks to reflect upon how this shift in community has impacted elements of the artwork and its investigation into the built environment.

US community colleges see enrollment drop this year

Significance President Joe Biden included free community college tuition for all students in his original infrastructure spending bill, and falling numbers have bolstered efforts to link community college access to equity and justice, rather than just education and employment. Impacts Attracting new faculty with recent industry expertise to community colleges will require investment in teaching how to teach. A volatile labour market will increase the need for lifetime learning, especially for those now in the manual services sector. Two years of post-secondary education will be needed for sustainable employment as employers emphasise skills and credentials.

Analysis and insights into written competence of clil and non-clil programs in tertiary context

In 2020 a new faculty was established at Yeoju Technical Institute in Tashkent. This faculty is the first in Uzbekistan that teaches learners dual-focused Content and Language Integrated Learning (CLIL) approach.The research was conducted within one academic year (2 semesters), in experimental and control groups that include CLIL and non-CLIL language learners. The chosen module was Introduction to Academic Writing that compares the writing performance of CLIL and non-CLIL students in terms of 3 dimensions: fluency, accuracy, and complexity of academic writing. The result of the research revealed that the CLIL group showed better results compared with non-CLIL students regarding the frequent usage of academic vocabulary, complexity in structure, and content of writing, demonstrating a more critical approach to the assigned topics.

The Writing Workshop: Write More, Write Better, Be Happier in Academia (full text of book)

Research is all about writing, but most PhD programs don’t teach students how to produce the writing needed to get a PhD, publish research, or win fellowships and grants. Plus, the academic environment can feel as cold and harsh as the South Pole. But just as penguins form social huddles to survive the Antarctic winter, researchers can form writing groups to help them learn how to write more, write better and be happier in academia. The Writing Workshop tells you everything you need to know about forming and running a successful writing group, and provides invaluable tips on how to become better at and more comfortable with academic writing. Written by a professor of Cognitive Sciences at the University of California, this friendly guide is aimed at early-career researchers such as PhD students, postdoctoral scholars and new faculty members. Chapter topics include: How to form and run a writing workshop; how to plan research and writing projects over the long (one to five years) medium (ten to fifteen weeks) and short (one week) terms; how to establish and maintain a regular daily(ish) writing practice; how to write a literature review, research article, funding proposal or presentation; and how to revise for clarity at the document, paragraph, sentence and word levels. There are templates to help students set writing goals and log their writing practice, plus in-class exercises to help writers learn to hear the difference between effective and ineffective writing. Running through the book is the theme of well-being, and the idea that creativity comes from self-compassion rather than self-punishment. Writing is not only a way of producing scholarly output, but also a way of thinking, learning and generating new ideas. A regular writing practice grounded in a supportive community is something that every early-career scholar deserves and, with this book, it’s something every early-career scholar can have.