共查询到20条相似文献，搜索用时 31 毫秒
1.
Baris Uslu Alper Calikoglu F. Nevra Seggie Steven H. Seggie 《Higher Education Quarterly》2019,73(3):285-311
The innovative teaching, knowledge and technology production and societal service activities of academics are largely discussed within the entrepreneurial university discourse in Higher Education journals. Therefore, this research focuses on a meta‐synthesis of Higher Education articles to better understand the concepts of the entrepreneurial university and entrepreneurial academic. After the systematic elimination based on keywords and titles, 25 articles have been selected from the top 10 Higher Education journals in the SCImago Journal Rankings. Content analysis was performed on these articles to highlight the common operational areas in entrepreneurial universities and activities of entrepreneurial academics. The meta‐synthesis shows that, both for universities and academics, entrepreneurship is overwhelmingly characterised by the commercialisation of scholarly activities that enrich institutional income revenue as well as academics’ personal income. However, such an approach can distance universities from their mission of public good; so Higher Education administrators should create mechanisms that would allow both to take place in a balanced way. 相似文献
2.
Caroline Trautwein 《Teaching in Higher Education》2013,18(8):995-1010
ABSTRACTTeaching development programmes in Higher Education aim for a learning-centred teaching culture. In a shift from teaching-centeredness to learning-centeredness the teacher’s role changes from a bearer of knowledge to a facilitator of learning. This, in turn, influences the academic’s professional identity as teacher. Insights into this process of identity development are, however, scarce. The present study explores changes in the teacher identity of eight academics enrolled in a teaching development programme by means of episodic interviews and teaching portfolio entries. Data was thematically analysed. The eleven recurring topics were clustered into thematic fields reflecting three phases of the identity development of academic teachers: ‘Taking on the teacher role’, ‘Settling into the teacher role’ and ‘Finding a new role as a teacher’. This study suggests that the process of identity development is highly significant for the individual academic and influences teaching development programmes’ impact on the quality of teaching. 相似文献
3.
Nick Pilcher Alan Forster Stuart Tennant Mike Murray Nigel Craig 《European Journal of Engineering Education》2017,42(6):1477-1495
‘Career Academics’ are principally research-led, entering academia with limited or no industrial or practical experience. UK Higher Education Institutions welcome them for their potential to attain research grant funding and publish world-leading journal papers, ultimately enhancing institutional reputation. This polemical paper problematises the Career Academic around three areas: their institutional appeal; their impact on the student experience, team dynamics and broader academic functions; and current strategic policy to employ them. We also argue that recent UK Government teaching-focused initiatives will not address needs to employ practical academics, or ‘Pracademics’ in predominantly vocational Construction and Engineering Education. We generate questions for policy-makers, institutions and those implementing strategy. We argue that research is key, but partial rebalancing will achieve a diverse academic skill base to achieve contextualised construction and engineering education. In wider European contexts, the paper resonates with issues of academic ‘drift’ and provides reflection for others on the UK context. 相似文献
4.
Monica A. van Winkel Roeland M. van der Rijst Rob F. Poell Jan H. van Driel 《Journal of Further & Higher Education》2018,42(4):539-555
This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice. 相似文献
5.
Tracy Fortune Priscilla Ennals Anoo Bhopti Cheryl Neilson Susan Darzins Christopher Bruce 《Teaching in Higher Education》2016,21(3):313-325
The performative context of higher education demands that practice-oriented academics shift their priorities from preparing practitioners for the profession, towards ‘productive’ scholarship. We present narratives from occupational therapy academics at the end of a year-long journey through an action research project focussed on academic identity and scholarly growth. Our analysis captures subtle and striking shifts in being and becoming, doing and belonging. The findings, re-presented as an adapted Hero’s Journey, also reveal the powerful impacts on identity and practice that are enabled when academics have the opportunity to create spaces for scholarship that are experienced as caring, collaborative and collegial. 相似文献
6.
Students with dyslexia often experience low self‐esteem and, linked with this, low academic achievement. Our research, commissioned by the Higher Education Academy, was carried out by academics in two universities, one in the south‐west of England and one in the north‐west, over 2009–2010. It set out to address ‘transitions and questions of “access” to higher education for students with identified disabilities’. While we accessed interesting material in this area we were also impressed by the wealth of material provided by our respondents with dyslexia on their school experiences, in particular factors that had impacted on their self‐esteem and academic achievement. Thus this article, while not an intended outcome from our work on matters of transition to higher education, emerges as a story telling a rich and illuminating tale of student success and failure and lifting the curtain on factors impacting on self‐esteem and academic achievement for students with dyslexia at school. 相似文献
7.
Paul Temple 《Perspectives: Policy and Practice in Higher Education》2013,17(1):15-19
‘Leeds University is recruiting its first marketing director – one of a new breed in the sector, equivalent in status to pro vice‐chancellors…According to Leeds, the marketing director will be the “guardian of the brand”’ (Times Higher Education Supplement, 23 July 2004) ‘A brand revamp…is on the cards for Anglia Polytechnic University…[with] marketing work to develop the university’s reputation in a few high‐quality disciplines.’ (Times Higher Education Supplement, 6 August 2004) 相似文献
8.
Christine Skelton 《Gender and education》2005,17(3):319-332
This article considers the tensions and struggles that exist between men and women and between women and women in the academic workplace. The research reported here is a small‐scale case study of 22 academic women from two generations who were interviewed about their career experiences. The theoretical framework is materialist feminism and draws on Ulrich Beck’s model of the ‘individualized individual’ to evaluate its usefulness to researchers for understanding the attitudes and actions of social actors in contemporary society. The article, firstly, examines the ways in which power differentials emerged for the younger female academics through a combination of their age and gender. It then discusses intra‐gender tensions between women in the academy. It is argued that for Beck’s model of an ‘individualized individual’ to be useful in understanding the position of women in the second modernity then a much more complex and nuanced interpretation of power and power struggles is needed than the one he provides. A further key point raised by the article is that feminists need to be more prepared to recognize and engage with power struggles and tensions that exist between women (and feminists) in the academy. 相似文献
9.
10.
Higher Education Institutions (HEIs) across the world have found themselves faced with new challenges on issues of ethics. Much of this has been centred on issues of assessment: plagiarism, buying essays, sharing/lending of previously passed work and the stealing of marked/returned work of others. Institutions still treat academic misconduct as largely a behavioural difficulty rather than an issue of ethics (or education), suggesting that academia places a far greater emphasis on combating new forms of dishonesty than it does on encouraging ethical habits and a healthy ethical environment. To date, the majority of research in this area has examined these forms of academic misconduct from the point of view of the student and/or the university, with the perspective of academics receiving very limited attention. Our hypothesis is that academics are perhaps best placed to provide the education needed to create and sustain an ethical environment, and we argue that being ‘ethically aware’ is a critical factor in the development of academic competence for all parties. This study adds to existing research in three ways: firstly, by highlighting the importance of an overall framework for an ethical environment within HEIs; secondly, by suggesting an ecological model of key parties (the university, students and academics) with responsibility for this environment in assessment; and thirdly, by including new evidence (generated by a survey of academics) to extend our understanding of their views on these issues. 相似文献
11.
The historic and current case to retain a focused clinical nursing identity within an academic context is explicit; however there is tension between the need for excellence in teaching and research, and obligation to maintain a credible clinical identity. Nursing is politically and vocationally advanced but, arguably, weaker academically. Considered an ‘old vocation’ but a ‘young discipline’, nursing lacks the traditional background found in established academic communities. Nurses still find it difficult to ‘let go’ of the past and new academics will often try to re-create a clinical role because they lack confidence in their ability to fulfil an academic one. Moving forward, the new graduate nursing programmes and the growing number of hybrid or ‘pracademic’ roles spanning education and practice will, through the co-creation of knowledge, challenge discipline boundaries and produce a new generation of leaders for the profession. 相似文献
12.
Nomanesi Madikizela-Madiya 《Journal of Higher Education Policy & Management》2018,40(5):415-429
Higher education literature identifies mistrust as one of the prominent features of managerialism. Similarly, multi-campus institutional studies have interrogated mistrust in various ways. However, there is limited research on academics’ experiences of how mistrust relates to their understandings and values of their academic profession in multi-campus contexts. This article contributes knowledge to narrow this gap. It draws from a study that examined academics’ experiences of how space enables or constrains their practices towards academic identity construction in an open distance learning institution in South Africa. A total of 12 academics who work on satellite campuses of the institution were interviewed. The social production of space framed the analysis. Findings indicate that a multi-campus institutional context aggravates mistrust and impinges on academics’ interaction and prospects for development within a wider institutional space. Recommendations are made about how to reduce the influence of mistrust on academics’ practices in multi-campus contexts. 相似文献
13.
Matthew A. M. Thomas 《Compare》2018,48(2):281-298
This article explores two distinct strategies suggested by academics in Tanzania for publishing and disseminating their research amidst immense higher education expansion. It draws on Arjun Appadurai’s notions of ‘strong’ and ‘weak’ internationalisation to analyse the perceived binary between ‘international’ and ‘local’ academic journals and their concomitant differences in status. In an attempt to examine critically how the status quo regarding knowledge production in higher education is maintained and reproduced, the article explores interactions between a Tanzanian academic and an educational researcher from the global North, including the ways in which research collaborations between academics from different contexts and material conditions in their institutions may both advance and inhibit professional development of academics and comparative education research, writ large. The article concludes with a call for comparative education researchers to carefully consider the future of educational research in sub-Saharan Africa and the complexities of continued involvement in knowledge production processes. 相似文献
14.
In this article we examine issues of academic identity through the lens of academics’ everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from interviews with 30 academics across three different universities. Our discussion is illustrated with excerpts from interview data, and is organised around three emerging themes: ‘reconstructing academic identities in a shifting academic workplace’, ‘considering new articulations of disciplinarity’, and ‘moving on from the golden age’. We conclude that the reconstruction of academic identities, through engagement with established and emerging workplace documents, may well be enabling academics to build new identities within the changing university. 相似文献
15.
The role of ‘academic partners’ working alongside teachers is an increasingly complex and sometimes controversial one. This article explores the role of academic partners in Educational Action Research, reporting on data from a larger study conducted in New South Wales, Australia. Schools involved in the study had received targeted government funding between 2006 and 2010 to conduct school-based action learning projects employing action research. As part of the funding, the schools had been provided with external support from university-based academic partners, who supported individual school teams in the completion of their projects. Here we focus specifically on the role of the ‘academic partner’. Data were obtained via semi-structured interviews with academic partners themselves, with the project’s state coordinators who oversaw the project, and with teachers who had worked with the academic partners over the course of their school-based projects. Participants in the study identified significant benefits for both teachers and academics engaging in co-inquiry, but findings also suggest that the role of academic partner is increasingly complex, multifaceted and sometimes under-supported. When there is ‘good fit’ between academic partners and schools and when structures are in place to support academic partners in their work, the academic partner role in schools can contribute to sustained educational change. In this article we discuss the crucial antecedents, enablers and constraints which ensure that academic–school partnerships enrich learning for both academics and teachers, building mutual capacity. 相似文献
16.
Desmond Rutherford 《Higher Education》1990,19(2):195-213
A profound change is now taking place in British universities which challenges the traditional academic values of autonomy and self-regulation: regular and systematic appraisal of both individual academics and departments. This case study reports an in-depth analysis of departmental appraisal in the Faculty of Science at the University of Birmingham. The different expectations, concerns and reactions of those directly involved are highlighted and explored. From this analysis a number of conclusions are drawn that might inform similar initiatives in other institutions.This is a revised and extended version of a paper presented at the Annual Conference of the Society for Research into Higher Education on Restructuring Higher Education, Birmingham Polytechnic, December 16–18, 1987. 相似文献
17.
The Higher Education Council Report Achieving Quality (October 1992) identifies ‘generic skills, attributes and values’ as the ‘central achievements of higher education as a process’. The account which the Report offers of those generic skills and of the graduate ‘attributes and values’ which, it claims, should accompany them is flawed, however, by a pervasive vagueness and inconsistency. Personal qualities, generalized capacities, individual attitudes, value systems, professional competencies, higher order generic skills and lower order technical ones are all lumped together in a general hodge‐podge of desirable graduate attributes. In the present paper the authors offer a more systematic, though still preliminary, analysis of higher order generic skills as they manifest themselves in thinking, research and communication, and of the way in which these skills assume a variety of different forms in their different disciplinary contexts. Definitional work of this kind, the authors argue, is currently neglected, but it remains a fundamental pre‐condition for any successful review or audit of Quality in undergraduate education. 相似文献
18.
This article focuses on the theory and practice of teamwork in ‘top management teams’ in UK higher education institutions. It is informed by some of the key findings from a recent two‐year research project sponsored by the Leadership Foundation for Higher Education that investigated the different ways in which UK higher education institutions organise their ‘top management’ and ‘senior management’ structures ( Kennie and Woodfield, 2008 ). The authors discuss literature from the corporate and higher education sectors on the meaning of ‘teamwork’ in top teams (e.g. Bensimon and Neumann, 1993 ; Katzenbach, 1998 ; Wageman et al., 2008 ) and relate the findings to the challenges of top level team working in higher education settings. Particular issues discussed include: the terminology related to higher education top teams, areas of decision‐making and time‐management, team orientation and agenda setting, team behaviours and team roles, team performance and evaluation, location, logistical support and resources, and team development. The authors conclude that the challenges of top team working in higher education settings are similar to those found in the corporate sector, albeit nuanced by different organisational cultures, and suggest some key principles to help top teams in higher education institutions improve their ability to work effectively together. 相似文献
19.
Anita Ng Heung Sang 《The International Journal of Art & Design Education》2009,28(2):215-224
This article describes a collaborative action research conducted by a lecturer and several primary school art teachers, who between 2001 and 2006 created the Visual Arts Education Web (‘iii web’) in Hong Kong. The creation of the ‘iii web’ was accomplished through research that employed questionnaires, focus group discussions and individual interviews. Teachers' perceptions of using websites in teaching were examined, art education websites from Hong Kong, Taiwan, Mainland China and the USA were compared, in order to create a website that could meet the needs of Hong Kong primary school art teachers. Inquiry‐based learning is one of the important teaching approaches that were introduced during the Hong Kong Education Reform in 2003. An example of using the ‘iii web’ to teach public art is described to illustrate how the teacher and students used inquiry‐based learning in art education. 相似文献
20.
Duna Sabri 《教育政策杂志》2013,28(2):191-205
This article argues that the individual academic is all but absent from the assumptive worlds of policymakers in UK higher education. It is taken for granted in research on academic identity that those who work in higher education as teachers and researchers refer to themselves as, and indeed are referred to by others as, ‘academics’. Evidence is drawn from a study of policymakers in the UK to demonstrate that the word ‘academic’ is not a part of the lexicon of higher education policymaking. Moreover, the concept of the academic is cast into shade by an overwhelming emphasis on ‘the student experience’, and, from another direction, by a location of professional academic accountability at the level of the higher education institution rather than the individual. The article concludes with an exploration of what work this absence of the academic in policy does in disrupting the possibilities for engagement between the worlds of academia and policymaking and in perpetuating the discourses of marketisation and new management in higher education. It also suggests understanding the assumptive worlds of policymakers is a crucial counterbalance to a growing body of literature on academic responses to change, some of which has tended towards the self‐referential. 相似文献