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1 – 10 of over 29000The progress of women in academe is addressed, as well as theirparticipation in the workforce generally, and management positions inparticular. Women themselves may be affected by…
Abstract
The progress of women in academe is addressed, as well as their participation in the workforce generally, and management positions in particular. Women themselves may be affected by society′s stereotypes of themselves and the value of their work, and the culture in organizations and society has been working against women as much as it has been working for them.
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The number of Black men earning doctorate degrees and teaching in the academy is dwindling. This chapter focuses on the relevance and existence of Black males in doctoral programs…
Abstract
The number of Black men earning doctorate degrees and teaching in the academy is dwindling. This chapter focuses on the relevance and existence of Black males in doctoral programs and in the professoriate as full-time tenured, tenure-tracked, assistant, associate, and full professors, and presents analogous data on the demography of these two groups. The author, a Black male professor at a majority White research institution, uses introspection as a foundational theme to illuminate this national data. Such self-analysis will serve to move readers beyond the statistics to the challenges that belie the meager numbers of Black male doctoral students and professors.
Njoki Nathani Wane, Zuhra E. Abawi and Zachary Njagi Ndwiga
The chapter addresses the questions surrounding the politics of the academe as a reflective process. The three authors’ experiences are very different – spanning from tenured…
Abstract
The chapter addresses the questions surrounding the politics of the academe as a reflective process. The three authors’ experiences are very different – spanning from tenured professor to sessional instructor to professor in an African university. The narratives from the authors inform the readers of their goals to join the academy as faculty; their job search; being members of the staff and then; their experiences as members of the teaching force at various universities. The chapter is based on their experiences of navigating the politics of the academe. This chapter provides their narratives of what it means to be a professor, mentor, colleague, and researcher. Each story is told from their particular standpoint: two females and one male teaching in North American universities and Africa, respectively, two Black and one racialized female who can pass, but cannot because of her name. The analysis will address numerous complications involved in addressing expectations, establishing common grounds as educators from an international perspective, and providing narratives of how we have managed to maintain our goals and aspirations as members of the academe. The tensions involved will be problematized and explored from within the context of the academy and the associated constraints therein (Tatum, 1999). The objective of this chapter is to theorize the significance of navigating the politics of the academe to deflate arising tensions that may delay your passion for teaching. The chapter is informed by an anticolonial theoretical framework in light of converges and divergences of varying colonial contexts embedded in colonial Canadian society. The anticolonial framework draws on the specific settler-colonial Canadian context (Tuck & Yang, 2012). The chapter is divided into six parts: (1) introduction that provides a general overview of what it means to be faculty at a university, (2) situating ourselves, (3) theoretical framework, (4) Universities in general and more specifically, Canadian system and Kenyan, (5) discussion that provides an analysis or synthesis of our experiences, and (6) conclusion.
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Historically, “closing the gap” or “bridging the divide” between marketing academe and marketing practice has been one of the most hotly debated issues in marketing. This article…
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Historically, “closing the gap” or “bridging the divide” between marketing academe and marketing practice has been one of the most hotly debated issues in marketing. This article, based on the professional discipline view of marketing, maintains that the “gap” debate would be more informed by the identification of the multiple stakeholders of marketing academe, the explication of the duties and responsibilities of marketing academe to each group of stakeholders, and the evaluation of the extent to which marketing academe is fulfilling its duties and responsibilities.
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Elmar Retief Venter and Charl de Villiers
– This paper aims to examine the influence of academics who are members of the profession on academic institutions.
Abstract
Purpose
This paper aims to examine the influence of academics who are members of the profession on academic institutions.
Design/methodology/approach
An analytic autoethnography of the influence of accounting academics who are members of the profession on South African universities, supported by publicly available information, such as policy and other documents, web sites, and published material; documentation the authors are able to gather as participants; and formal and informal interviews the authors conduct with academic managers.
Findings
The paper finds that profession-identifying academics create and maintain rules and structures within academe, rules and structures that suit the profession. Managers who are members of the profession identify more closely with the profession than with their university. The analysis reveals the mechanics of this influence, as well as the consequences.
Originality/value
The paper contributes to theory by synthesizing the creation of profession-inspired institutions framework and the maintenance of an institutions framework into a single framework. It also applies the theory by providing an example of a profession creating and maintaining institutionalization in an adjacent institution. The findings have implications for academia in cases where academic staff members are members of professional bodies, such as engineering and law faculties. The insights highlighted here may also be of interest to Australasian, UK and US accounting academics, because the literature contains evidence of pressures from professional bodies there.
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Elizabeth Dreike Almer, Amelia A. Baldwin, Allison Jones-Farmer, Margaret Lightbody and Louise E. Single
To understand the reasons that accounting academics leave the tenure-track academic pipeline.
Abstract
Purpose
To understand the reasons that accounting academics leave the tenure-track academic pipeline.
Design/methodology/approach
Survey study was conducted of PhD graduates who left the tenure-track accounting pipeline over a 22-year period.
Findings
We located and surveyed accounting PhD graduates who have opted out of the tenure-track. These opt-outs included those who have left academia entirely and those who have moved into non-tenure-track positions. Survey results indicate that dissatisfaction with research expectations is the most significant factor for faculty now employed in non-tenure-track positions. Although there were no gender-related differences in the number of faculty who left the tenure-track but stayed in academia, there were some gender differences in the importance of family-related factors in motivating the move off of the tenure-track.
Research limitations/implications
The study examines the importance of the “push” and “pull” factors associated with changing career paths in academia that have been identified in the literature. The study finds some differences in influential factors between accounting academia and other fields. Sample size is a potential limitation.
Practical implications
The study provides recommendations for PhD program directors and for hiring institutions to help reduce the number of opt-outs.
Social implications
Retention of qualified faculty who are dedicated teachers improves students’ educational outcomes.
Originality/value
This is the first study to examine factors that drive accounting academics to opt-out of the tenure-track.
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Jani Koskinen, Kai Kristian Kimppa, Janne Lahtiranta and Sami Hyrynsalmi
The competition in the academe has always been tough, but today, the academe seems to be more like an industry than an academic community as academics are evaluated through…
Abstract
Purpose
The competition in the academe has always been tough, but today, the academe seems to be more like an industry than an academic community as academics are evaluated through quantified and economic means.
Design/methodology/approach
This article leans on Heidegger’s thoughts on the essence of technology and his ontological view on being to show the dangers that lie in this quantification of researchers and research.
Findings
Despite the benefits that information systems (ISs) offer to people and research, it seems that technology has made it possible to objectify researchers and research. This has a negative impact on the academe and should thus be looked into especially by the IS field, which should note the problems that exist in its core. This phenomenon of quantified academics is clearly visible at academic quantification sites, where academics are evaluated using metrics that count their output. It seems that the essence of technology has disturbed the way research is valued by emphasising its quantifiable aspects. The study claims that it is important to look for other ways to evaluate researchers rather than trying to maximise research production, which has led to the flooding of articles that few have the time or interest to read.
Originality/value
This paper offers new insights into the current phenomenon of quantification of academics and underlines the need for critical changes if in order to achieve the academic culture that is desirable for future academics.
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The purpose of this paper is to study the triple helix (TH) of Chinese university‐industry‐government relationships.
Abstract
Purpose
The purpose of this paper is to study the triple helix (TH) of Chinese university‐industry‐government relationships.
Design/methodology/approach
Following an evolution path of TH in China, the relations among the actors for innovation have been analyzed and then it is realized that it is not university‐government‐academe relations, but “university‐industry‐government relations”.
Findings
The paper points out some limitations and flaws of university‐industry‐academy and brings forward the evolutionary path to TH of university‐industry‐government collaboration and development to cope with these practical and theoretical problems.
Originality/value
The author asserts that university‐industry‐government should be affirmed, not university‐industry‐academy in China for truth, which can dialogue with international academic circles.
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This paper aims to explore the contrast between stable and dynamic labour markets in academe in light of career theories that were originally developed for business environments.
Abstract
Purpose
This paper aims to explore the contrast between stable and dynamic labour markets in academe in light of career theories that were originally developed for business environments.
Design/methodology/approach
A conceptual design, offering the eco‐system as a framework.
Findings
It evaluates their relevance and applicability to dynamic and global academic labour markets using the emerging novel eco‐system theory. Lessons are drawn for individual scholars employed in the higher education sector as well as to institutions.
Practical implications
The paper suggests practical indications for people‐management within academe. It integrates human capital theory, psychological‐contract concepts and career perspectives about people‐management with practical career advice for the sector.
Originality/value
The paper offers a conceptual framework to better understand labour markets, in particular academic labour markets, using eco‐system as a strong explanatory power.
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The academic sphere has in recent years become almost saturated in leadership-related processes, structures and positions. This is often explained through recourse to arguments…
Abstract
The academic sphere has in recent years become almost saturated in leadership-related processes, structures and positions. This is often explained through recourse to arguments concerning the pathologies of managerialism and the decline of academic autonomy. And yet one area where leadership-related thinking and development structures have not generally permeated is in relation to core research activities. As a result, thinking about research leadership, especially in relation to self-leadership and the governance of large inter-disciplinary ‘team science’ projects, is emerging as an important debate within academe. This chapter seeks to develop this debate by exploring what research leadership is and why it matters.
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