Unpacking (un)conscious social class bias in faculty hiring processes in Chile: PhD prestige granting university and network     

Roxana Chiappa 《Higher Education Quarterly》2023,77(4):756-773

Social class of origin is apparently an imperceptible attribute among doctorate holders seeking academic jobs. Yet, recent studies in different countries reveal that social class of origin may still be influencing the chances of PhD holders from low social class being hired at prestigious universities. Drawing from the theory of social and cultural reproduction, normative ‘fair’ academic hirings frameworks, and qualitative evidence collected in Chile, this research identifies the mechanisms that trigger (un)conscious social class bias in the stages of recruitment and selection of candidates in seven academic departments in economics and industrial engineering (46 interviews). Findings did not prove explicit classism manifestations, but practices of inclusion/exclusion of candidates based on the prestige of PhD-granting universities, and networks. These reproduce the relationship between social class and unequal chances of being connected to prestigious universities. Recommendations to address (un)conscious social class bias in academic hiring are discussed.  相似文献   

Fish-out-of-office: How managerialised university conditions make administrative knowledge inaccessible to academics     

Anita Louise Wheeldon  Stephen Jonathan Whitty  Bronte van der Hoorn 《Higher Education Quarterly》2023,77(2):342-355

Academics report feeling unable to cope in the managerialised university. To confirm these feelings are symptoms of managerialism's tightening grip, we use Bourdieusian concepts of field and capital to compare academics and professional staff experiential statements in an Australian university. We compare their field conditions and examine how their differences enable or hinder the accumulation of capital that defines their field. Findings show that managerialism requires professional staff to share work tasks and be on-campus, which enables them to accumulate the capital they require. Managerialism also permits and resources academics to working out-of-office to accumulate their required capital. Consequentially though, university operational knowledge becomes informal and only accessible to professional staff who accumulate the required social capital to access it. Professional staff are thus fish-in-water; easily accumulating social capital through day-to-day activities. But academics become fish-out-of-water (office); they flounder to access operational knowledge, which leads to feelings of not coping.  相似文献   

Re-examining and developing the notion of academic citizenship: A critical literature review     

Joclarisse Albia  Ming Cheng 《Higher Education Quarterly》2023,77(4):709-721

The notion of academic citizenship has been largely associated with the service role which is a part of academic work seen as additional to teaching and research. The changing landscapes of higher education and the increasing diversity of academic work have prompted debates on what academic citizenship means. This paper challenges the conventional association of academic citizenship with the service role and presents a critical review of the key themes and issues explored in extant literature on the subject. Drawing upon the general view of citizenship as practice, it proposes that the different dimensions of academic work be seen integratively, with academic citizenship reframed beyond the service role. We argue that academic citizenship needs to be conceptualised as a practice of enactment, that is, by the values, processes and means by which it is enacted and asserted as academics draw on freedoms, autonomy and individual motivations.  相似文献   

Evaluating the feasibility of remotely administered curriculum-based measurement for students with autism: A pilot study     

Sarah S. Mire  Milena A. Keller-Margulis  Amy K. Izuno-Garcia  Emily R. Jellinek  Elías S. Loría Garro 《Psychology in the schools》2023,60(2):345-363

Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2–5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high.  相似文献   

Supporting practitioners in school-based evaluations of autism spectrum disorders     

Sarah W. Harry  Kayla E. Bates-Brantley  Breya L. Whitefield  Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430

Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill.  相似文献   

Conscientiousness,prior experience,achievement emotions and academic procrastination in online learning environments     

Sheng-Lun Cheng  Jen-Chia Chang  Karina Quilantan-Garza  Mary L. Gutierrez 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):898-923

  相似文献   

学术博客持续使用意愿的影响因素研究          下载免费PDF全文

王伟军  甘春梅 《科研管理》2014,35(10):121-127

以Bhattacherjee的ECT-IS模型为基础,整合体验价值这一关键概念,通过在线问卷调查从科学网博客社区搜集数据,利用基于PLS的结构方程模型,研究了学术博客持续使用意愿的影响因素。结果表明,ECTIS模型同样适用于学术博客情境。而体验价值对用户满意感产生不同程度的正向影响:使用者投资回报的影响最显著,其次是愉悦感和优质的服务,美感则不产生影响。  相似文献   

我国农业资金投入结构对农业技术效率的影响分析——基于2003-2009年间全国10个省区微观调研面板数据     

李成友  李锐  张勇菊  李庆海 《科技管理研究》2014,(24)

采用不考虑技术进步和考虑技术进步因素的C-D生产函数,运用随机前沿分析方法 (SFA),使用2003-2009年间全国10个省区835个样本农户跟踪调研数据,考察农业技术效率以及农业资金投入结构对农业技术效率的影响程度。结果表明我国农业平均技术效率仅为0.70,具有很大的提升空间,其中各省区农业技术效率差别显著,辽宁最高(0.86),而甘肃最低(0.59);整体上财政支农资金和农户自有资金对我国农业技术效率具有促进作用,而农业信贷资金和农村集体资金对我国农业技术效率的促进作用不明显,但是从各省区来看,农业资金投入结构对农业技术效率影响各不相同。  相似文献   

供应商适应行为影响因素实证研究     

张延涛  李随成  李勃 《软科学》2014,(11):25-29

以交易观和关系观为理论基础,研究供应商适应行为影响因素问题。运用结构方程模型对整体结构模型进行拟合分析和假设检验。结果表明:供应商适应行为的影响因素涵盖供应商、制造商、关系及环境等4个层面;供应商层面因素包括供应商能力和供应商高层管理者的支持,制造商层面因素包括制造商需求不确定性和制造商长期导向,关系层面因素包括双方人员间关系,环境层面因素包括竞争强度和技术不确定性;这些因素均对供应商适应行为具有正向影响。  相似文献   

烃类水合物高压密相波形板壁防火材料设计     

程其凤 《科技通报》2014,(12)

设计防火材料中,对防火特性基质的合成材料的设计研究是关键,烃类水合物在持续受热条件下具有较好的阻燃性能,烃类水合物是由碳和氢两种元素组成的有机化合物,是具有一定潜质的选材原料。为解决烃类水合物高压密相波形板壁隔热防火材料设计中关键技术问题,开展对烃类水合物高压密相波形板壁隔热防火材料设计的研究和实验工作,采用高压密相波形板壁设计方法,合成出Ui O-66(Zr)烃类水合物隔热防火材料。基于变压吸附分离技术,分析材料的热稳定性、化学稳定性、力学稳定性和热降解特性。利用烃类水合物高压密相波形板壁隔热技术实现对高热稳定和水稳定的隔热防火材料研究。实验得出,当样品升温速率低于加热系统的升温速率,样品受到外部加热的作用,发生破乳和水分挥发,实现阻止燃烧的功效,有效提高阻燃性能,采用该隔热防火材料,阻燃和耐高温性能较优越。  相似文献