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2022 ◽  
pp. 1-23
Author(s):  
Lina Kurchenko

Despite the indisputable progress of gender equality in academia in recent decades, the relative stagnancy of women's participation in decision making and resource distribution remains a global issue. There is growing evidence that a large part of gender inequality in higher education and research cannot be explained by explicit measurable factors. Male bias is encoded in societal and academic culture and to a significant extent determines subconscious choices and decisions benefiting men. This chapter analyses cultural reasons behind gender inequality and typifies them in a form of a matrix based on gendered attitudes to women's leadership in academia. The analysis of typical resistances reveals psychological and social mechanisms of subtle gender discrimination and is followed by a set of proposed preventive measures.


2021 ◽  
Vol 13 (3) ◽  
pp. 2529-2534
Author(s):  
Ansori Ansori

This study aims to determine the effect of coaching systems, learning organizations, and academic culture on task commitment. A survey and path analysis technique was used in the study. The study was conducted in an education institution (Indonesian Navy) using a proportional random sample of 52 lecturers. The data analysis revealed a direct correlation between task commitment, coaching system, learning organization, and academic culture. Finally, the study concludes that the coaching system's impact and the learning organization's influence on task commitment are critical. As a result, it is recommended that some programs be developed to strengthen the coaching system and learning organization.


Author(s):  
О.В. Стукалова

В статье представлены аргументы важнейшей концептуальной позиции социо-когнитивного подхода, которая основа на представлениях о том, что в культуросообразном процессе обучения и воспитания современный человек, сохраняя свою культурную идентичность, имеет и развитые качества адаптивности к самореализации в глобальном мире. Описана и прокомментирована матрица, отражающая особенности освоения ценностей в современном поликультурном пространстве. Определены наиболее значимые аспекты культуросообразного процесса обучения и воспитания в университете, включая формирование комплекса внешних и внутренних условий, определяющих естественную позитивную культурную идентификацию студентов, культуросообразное воспитание студентов, выстраивание структуры образовательного процесса с опорой на поддержку в студентах мотивированного включенного познания, моделирование корпоративной академической культуры и профессионального поведения, расширение гуманитарного ядра содержания образования. The article presents the arguments of the most important conceptual position of the socio-cognitive approach, which is based on the idea that in a culturally consistent process of education and teaching, a modern person, while maintaining cultural identity, also has developed qualities of adaptability to self-realization in the global world. Described and commented on the matrix of mastering the totality of values in the modern multicultural space. The most significant aspects of the culturally related process of teaching and education at the university have been identified, including the complex of external and internal conditions development that determine the natural positive cultural identification of students, culturally related education of students, building the structure of the educational process based on support in students of motivated included cognition, modeling corporate academic culture and professional behavior, expanding the humanitarian core of the content of education.


2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Svetlana Latysheva ◽  
Lyubov Bogodelnikova

Irkutsk National Research Technical University has recently launched a number of English-taught educational programmes with the paramount objective to transform the educational landscape of the university. Delivering the programmes in a foreign language gives the university significant competitive advantages in the higher education market, and also enhances the standards of education by attracting foreign experts, professors and students. The purpose of the study is to identify specific didactic tasks that will determine the design of English-taught educational programmes. Having analysed the experience based on language training of undergraduate and graduate students who study in multicultural groups and take English-taught courses, we conclude that the academic status of foreign languages within the programmes of Baikal School of BRICS differs from classical educational paradigms. The implemented lingua-didactic approach when delivering the disciplines focused on language performance is based on the principles of intercultural reflection, acceptance of linguistic and cultural diversity, generation of common meanings and values of education and academic cooperation within the studied subjects, and it contributes to the development of adequate educational technologies resulting in appropriate learning outcomes of students. The results of the study can be used to evaluate and develop similar educational products.


Author(s):  
Giulia Forsythe

Public engagement and collaboration through networked practices—known as networked participatory scholarship (NPS)—may influence academic culture to “support, amplify, and transform scholarship” (Veletsianos & Kimmons, 2012, p. 768). This study examined the open online scholarly community #FemEdTech as it engages in NPS to create, collect, and curate value statements to generate iterative codes of conduct. Contents of tweets that include the Twitter hashtags #FemEdTech and #FemEdTechValues were thematized. The findings are represented as a visual metaphor of a map charting the fluid nature between policy design and implementation, described as the #FemEdTech Cartography. This collaborative policy creation can serve as a model to shift academic culture towards more socially just practices using open scholarship to address the pressing issues of our time.


2021 ◽  
Vol 2 (2) ◽  
pp. 1-21
Author(s):  
Oluwatoyin Vincent Adepoju

A defining moment for me at the Toyin Falola@65 Conference titled “African Knowledges and Alternative Futures” that ran from the 29th to the 31st of January 2018 at the University of Ibadan, Nigeria, was the declaration at a paper presentation session by a scholar from a Nigerian university that the culture of making promotion of Nigerian academics dependent on publication in journals outside Nigeria, particularly from the West, is ultimately counterproductive to the development of a robust academic culture in Nigeria. “Do US or British academics, for example, have to publish in Nigerian journals?” he asked. This loaded question is at the heart of the challenges and paradoxes provoked by the conference. Another definitive encounter for me was another presenter’s outlining of the concept of an African, as different from an Asian or a Western epistemology or way of arriving at relating to knowledge. Yet another was Emmanuel Ofuasia’s explanation of what he describes as the Yoruba origin Ifa knowledge system’s anticipating of deconstructivist hermeneutics centuries before the development of this post-modern scholarly phenomenon in the West. Complementing these occurrences is yet another represented by Dr. Joan Ugo Mbagwu expounding on indigenous methods of conflict resolution and countering terrorism in Africa. I shall use these encounters as pivots in exploring the significance of the conference in the body of this essay.


Author(s):  
N.S. Ladyzhets ◽  
E.V. Neborsky ◽  
M.V. Boguslavsky ◽  
T.A. Naumova

The problem statement is connected with the paradoxical nature of modern academic reflection regarding the prospects not only for the development, but also for the survival of universities. Adherents of the alarmist approach justify the strengthening of the trend of academic capitalism, which represents a landslide increasing commercialization of all types of university activities, with a reduction in socio-humanitarian areas and the transition to an entrepreneurial post-academic university culture. Accordingly, the classical format of the university is declared to be dying, and the values of traditional academic culture are blurred and even ruined. Clarification and correction of concepts were required due to the fact, that digitalization is often considered as a process, and digital transformation is considered as the completion of the path of strategic and operational transformations that ensure competitiveness in the modern world. The authors insist that digital transformation is also procedural, so it would be more correct to designate the essence of these changes in modern higher education as an institutional purposeful transition to the latest technologies that provide opportunities for a variety of formats and personalization of the educational process. Clarification and expansion of the main drivers of digital transformation in modern higher education, in turn, indicate that the process of digital transformation, presenting intermediate results of achieving goals, will also remain open. The article presents an analysis of digital transformation in the practices of interaction between teachers and students, with an emphasis on the fact that the main goal of the teacher is his creative support, and the main goal of the student is the transition from the necessary development of modern specifics of the profession to the formation of a broader personal resource potential in the conditions of rapidly increasing changes. It is also important that digital transformation requires not only the consolidation of educational needs and skills during the life of university graduates, but also, first of all, their teachers. The authors note the discursiveness of the problem of the advantages and negatives of the digital educational environment, arguing that the understanding of modern students is focused on the need to implement early and systemic transformational changes in teaching and learning in the new digital landscape. The article concludes with updated conclusions and clarifies operational actions that contribute to achieving the goals of the transition to digital universities.


2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 69-69
Author(s):  
Desmond O'Neill

Abstract The role of Humanities, Arts and Cultural Gerontology in gerontology and geriatrics curricula finds a metaphor in the rapidly evolving field of medical and health humanities, with which this author has been involved for three decades. Behind the call for increasing humanities and arts scholarship in the pedagogy of both fields lies the challenge of establishing an interdisciplinary nexus of scholarship that avoids the challenges of dilettantism and gestures such as providing lists of novels and movies. This presentation draws on the presenter's bibliometric research in the medical and health humanities which indicates authorship in the majority to be either solely from the humanities or from healthcare, with little indication of joint working in either authorship or acknowledgements (the scholar's courtesy), and explores the background issues of academic culture with a view to proposing solutions to elevate the inclusion of humanities and arts as a significant element of gerontology education.


2021 ◽  
Vol 73 (1) ◽  
pp. 63-82
Author(s):  
Dorcas Iyanuoluwa Fakile

Abstract This paper explores the long-standing attainment gap between Black male students relative to other student populations, within Higher Education Institutions in the United Kingdom. This paper attempts to develop a contextual understanding of the parallel relationship between the social and academic culture at universities in the UK, as well as identifies the barriers which affect Black male students’ academic engagement. The purpose of this study is to answer the questions, “What is the Black male student experience at one university in the UK?” and “Which attitudes and practices at this university promote diversity and inclusivity and which hinder this?” The research was conducted via interview to gain a better understanding and acknowledgement of the multiple truths grounding this subject matter (Jones, 2015). The main participants were four Black male undergraduate home students, and four White academic staff members, at a University in the United Kingdom. This paper concludes by recognising that the meanings and attitudes attached to the attainment gap vary significantly. The key recommendations identified were the importance of raising Black representation within the staff, as well as developing a racially conscious atmosphere, in order to develop a sense of inclusion and belonging within the Black male student population.


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