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Academic Career (academic + career)
Selected AbstractsThe Invisible (Inaudible) Woman: Nursing in the English AcademyGENDER, WORK & ORGANISATION, Issue 2 2005Liz Meerabeau Nursing is numerically a far larger academic discipline than medicine, and is situated in many more higher education institutions in England (over 50), whereas there are 21 medical schools. Like the rest of ,non medical education and training' it is purchased through a quasi-market. Despite the size of this market, however, nursing education has until recently been largely invisible in policy documents and the ambitions of nursing academics to develop their subject are seen as inappropriate. This article explores this invisibility and inaudibility, with particular reference to the 1997 Richards Report, Clinical Academic Careers and the 2001 Nuffield Trust report, A New Framework for NHS/University Relations. It draws on the work of Davies on the ,professional predicament' of nursing, to argue that, although the move of nursing education into higher education had the aim of improving its status, nursing has difficulty finding its voice within academia. As a result, issues which are salient for nursing (as for many of the health professions), such as a poor (or relatively poor) showing in the Research Assessment Exercise and the complexities of balancing research, teaching and maintaining clinical competence, are raised as high-profile issues only in medicine. [source] Academic Careers and Gender Equity: Lessons Learned from MIT1GENDER, WORK & ORGANISATION, Issue 2 2003Lotte Bailyn This article describes the experience at the Massachusetts Institute of Technology after the publication of its report A Study on the Status of Women Faculty in Science at MIT. It starts by describing aspects of the academic career that make it difficult for women, or anyone with responsibilities outside of their academic work. It then outlines three definitions of gender equity based on equality, fairness, and integration, and probes the reasons behind persisting inequities. The MIT results fit well into the first two definitions of gender equity, but fall short on the last. Finally, the article analyses the factors that came together at MIT to produce the outcome described and indicates the lessons learned and those still to be learned. [source] 2020 , Clinical Academic Careers: implications for critical care nursingNURSING IN CRITICAL CARE, Issue 1 2009Professor Margaret C Smith [source] So You Want to Be a Dermasurgeon: How to Get Training or Choose a FellowshipDERMATOLOGIC SURGERY, Issue 9 2006MURAD ALAM MD BACKGROUND There are many routes to obtaining training in dermasurgery. OBJECTIVE The objective is to discuss some considerations that may guide selection of dermasurgery training. METHODS Current training options are reviewed. RESULTS Some considerations that may guide selection of type of dermasurgery training include: (1) individual temperament; (2) the subtype of dermasurgery in which training is desired (Mohs, cosmetic surgery, laser); (3) family and geographic factors; (4) preference for private practice versus academic career; and (5) proportion of future practice to be devoted to dermasurgery. CONCLUSIONS There are a growing number of training choices for budding dermasurgeons, with multiple options available for each set of particular circumstances. [source] Academic Careers and Gender Equity: Lessons Learned from MIT1GENDER, WORK & ORGANISATION, Issue 2 2003Lotte Bailyn This article describes the experience at the Massachusetts Institute of Technology after the publication of its report A Study on the Status of Women Faculty in Science at MIT. It starts by describing aspects of the academic career that make it difficult for women, or anyone with responsibilities outside of their academic work. It then outlines three definitions of gender equity based on equality, fairness, and integration, and probes the reasons behind persisting inequities. The MIT results fit well into the first two definitions of gender equity, but fall short on the last. Finally, the article analyses the factors that came together at MIT to produce the outcome described and indicates the lessons learned and those still to be learned. [source] Tenuous options: The career development process for undocumented studentsNEW DIRECTIONS FOR STUDENT SERVICES, Issue 131 2010Anna M. Ortiz Undocumented students face a variety of legal restraints in their efforts to enter higher education in the United States. These same legal restraints are just as formidable at the end of their academic career. Career development and other student affairs professionals need to understand these legal restraints so they can maximize the chances that undocumented students have to achieve their educational and career goals. [source] Du Temps Perdu a la RecherchePIGMENT CELL & MELANOMA RESEARCH, Issue 2 2002Patrick A. Riley An attempt has been made to justify an academic career by outlining the approximate history of the development of ideas and tracing their origins and arborization. Because there are multifarious influences and formative factors involved in their genesis it has proved almost impossible to acknowledge all the important contributors to the patchwork of investigations that are summarized. However, whilst the review is incomplete and necessarily brief, it is hoped that a glimpse of some twentieth century preoccupations with biological science is afforded. [source] Introduction: That most remarkable of outside men , Harold Brookfield's intellectual legacyASIA PACIFIC VIEWPOINT, Issue 2 2005John Connell Abstract:,Harold Brookfield's academic career spans more than half a century, traversing small tropical and subtropical islands and mountainous uplands, focusing on people,environment relations and linking to a diversity of institutions and disciplines. His unwavering commitment to fieldwork at the local level and to comparative study is paralleled by a healthy scepticism with respect to academic trends and orthodoxy of any kind, whether intellectual or physical. It is the farmers of the developing world who are the source of much of his inspiration. His theoretical contributions are based essentially on his observations of their practices and his learning from their experiences. His academic insights into the processes of change in rural areas of Melanesia, East and South-East Asia, Africa and South America, where small-scale ecological studies are linked to global forces, are of lasting significance. [source] Productivity and Career Paths of Previous Recipients of Society for Academic Emergency Medicine Research Grant AwardsACADEMIC EMERGENCY MEDICINE, Issue 6 2008Kelly D. Young MD Abstract Objectives:, The objective was to assess productivity of previous recipients of Society for Academic Emergency Medicine (SAEM) grant awards. Methods:, All previous recipients of SAEM Research Training Grants, Neuroscience Research Awards, Scholarly Sabbatical Awards, and Emergency Medical Services (EMS) Research Fellowship awards funded through 2004 were identified through SAEM's records and surveyed. Award categories assessed were those still offered by SAEM at the time of the survey and therefore excluded the Geriatric Research Award. The 2005,2006 SAEM Grants Committee developed a survey using previous publications assessing productivity of training grants and fellowship awards and refined it through consensus review and limited pilot testing. We assessed measures of academic productivity (numbers of publications and additional grants awarded), commitment to an academic career, satisfaction with the SAEM award, and basic demographic information. Results:, Overall response rate was 70%; usable data were returned by all seven Research Training Grant awardees, both Neuroscience awardees, four of five Scholarly Sabbatical awardees, and six of 14 EMS Research Fellowship awardees. Of those who gave demographic information, 78% (14/18) were male and 94% (16/17) were non-Hispanic white. All the respondents remained in academics, and 14 of 19 felt that they will definitely be in academics 5 years from the time of the survey. They have a median of 1.8 original research publications per year since the end of their grant period, and 74% (14/19) have received subsequent federal funding. All found the SAEM award to be helpful or very helpful to their careers. Conclusions:, Previous recipients of the SAEM grant awards show evidence of academic productivity in the form of subsequent grant funding and research publications, and the majority remain committed to and satisfied with their academic research careers. [source] Impact of UK academic foundation programmes on aspirations to pursue a career in academiaMEDICAL EDUCATION, Issue 10 2010Oliver T A Lyons Medical Education 2010: 44: 996,1005 Objectives, This study aimed to determine the role played by academic foundation programmes in influencing junior doctors' desire to pursue a career in academic medicine. Methods, We conducted an online questionnaire-based study of doctors who were enrolled on or had completed academic foundation programmes in the UK. There were 92 respondents (44 men, 48 women). Of these, 32 (35%) possessed a higher degree and 73 (79%) had undertaken a 4-month academic placement during Foundation Year 2. Outcomes were measured using Likert scale-based ordinal response data. Results, From a cohort of 115 academic foundation trainees directly contacted, 46 replies were obtained (40% response rate). A further 46 responses were obtained via indirect notification through local programme directors. From the combined responses, the majority (77%) wished to pursue a career in academia at the end of the academic Foundation Year (acFY) programme. Feeling well informed about academic careers (odds ratio [OR] 16.9, p = 0.005) and possessing a higher degree (OR 31.1, p = 0.013) were independently associated with an increased desire to continue in academia. Concern about reduced clinical experience whilst in academic training dissuaded from continuing in academia (OR 0.15, p = 0.026). Many respondents expressed concerns about autonomy, the organisation of the programme and the quantity and quality of academic teaching received. However, choice of work carried out during the academic block was the only variable independently associated with increasing the desire of respondents to pursue a career in academia following their experiences in the acFY programme (OR 6.3, p = 0.007). Conclusions, The results support the provision of well-organised academic training programmes that assist junior clinical academics in achieving clinical competencies whilst providing protected academic time, information about further academic training pathways and autonomy in their choice of academic work. [source] | |||||||||||||