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Academic Culture (academic + culture)
Selected AbstractsTransforming academic culture through access, audit, and alignment: Using thematic programming as a best practiceDEPARTMENT CHAIR, Issue 2 2007C. B. Crawford First page of article [source] Beyond the Corporate SphereDESIGN MANAGEMENT REVIEW, Issue 1 2000Roger Sametz MUCH OF THE thinking and best practices related to branding and design in the corporate realm are of great value in the not-for-profit sector,particularly academia. Roger Sametz reframes fundamental branding strategies to better fit the academic culture, details the steps necessary to build a strong brand in this context, and shares examples of work Sametz Blackstone has done for several institutions. [source] Epiphanies and research in the field of mental healthJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 8 2009J. LEES phd ma dipcouns dipsup, cert time-limited therapy pgce mbacp(snr accred) ukrc registered independent counsellor Accessible summary ,,This article looks at the richness inherent in our life experience and engages on a journey to examine this richness in the light of two experiences (or epiphanies) on a clinical training course. It demonstrates how, as a result of continued refection and reflexive analysis, my understanding of these experiences transformed over a period of time. ,,The field of inquiry was a training in psychoanalytic counselling. My ongoing analysis of the experiences provided an evaluation of some key features of that culture and the nature of clinical training, particularly in psychoanalytic milieu. ,,The article concludes with a discussion about the academic culture in which I am now working and the way in which it influences my writing style (in, for example, this article). It concludes that the discourse of this culture prevents us from reaching our creative spiritual core and examines how we can overcome this limitation. Abstract In this paper I will argue that investigating our professional experiences can enrich our understanding, widen our perspective, transform our inner lives and create an endless source of discovery about ourselves, society and the professional discursive systems that we inhabit. I will call such events, after Denzin's work in 1989, epiphanies. In order to develop the theme I will give an account of my own experience of two such epiphanies on a psychoanalytic training course in counselling. I will then present my reflexive analysis of these events over the years, including my reflections on the peer review comments for this paper, and finish with some questions arising out of the study relating to the current status of nursing as an academic profession. [source] From Scientific Apprentice to Multi-skilled Knowledge Worker: changes in Ph.D education in the Nordic-Baltic AreaEUROPEAN JOURNAL OF EDUCATION, Issue 3 2007ANDREAS ÖNNERFORS There is no doubt that what is generally referred to as ,Ph.D education' has undergone dramatic changes in Europe in recent years. Whereas the Bologna Process, launched in 1999, originally had in mind to make it easier for undergraduate students to gain international experience and enhance their employability by facilitating mobility and transparency of higher education in Europe, the idea of a ,third cycle' of doctoral studies came relatively late in the discussion (2003). For some academic cultures, the idea of educating doctoral students was and still is perceived as a threat against academic freedom, originality and credibility. Other academic cultures have already long adopted Ph.D training schemes as an integrated part of training future scientists and knowledge workers. This article presents the result of a recent survey on Ph.D training in the Nordic-Baltic Area (Andreas Önnerfors: ,Ph.D-training/PGT in the Nordic-Baltic Area', Exploring the North: papers in Scandinavian Culture and Society 2006:1, Lund 2006) initiated by the Nordic research organisation NordForsk, which discusses new concepts of doctoral education and training in the five Nordic and the three Baltic countries as well as in Russia, Poland and three northern states of the Federal Republic of Germany. Whereas there is great correspondence in the performance of doctoral training and education in the Nordic countries and changes have been introduced permanently for about 30 years, Poland, Germany and Russia are battling with their academic traditions and the challenge of adapting their academic cultures to joint European standards. This concerns especially the phenomenon of two postgraduate degrees (the Ph.D and a further degree) and the view upon training elements in doctoral studies. After their independence, the three Baltic countries rapidly adapted their systems of higher education to the Nordic model. [source] Feminist Research Management in Higher Education in Britain: Possibilities and PracticesGENDER, WORK & ORGANISATION, Issue 5 2010Natasha S. Mauthner This article aims to explore the possibilities and ambivalent practices of feminist management in the context of research management in higher education in Britain. Drawing on a reflexive and critical analysis of our experiences of contract research and research management over the past 15 years, we discuss the challenges of putting feminist management principles into practice in team-based and collaborative research projects. By rendering academic cultures increasingly competitive, individualist and managerial, we argue, new managerialist reforms in higher education over the past two decades have intensified those very aspects of academic life that feminists have long struggled with. In particular, in creating the new subject position of research manager, with concomitant institutional expectations and obligations, new managerialism has exacerbated tensions between our identities as feminists, scholars and managers and between collective, individual and institutional needs and aspirations. We illustrate these tensions through a discussion of four related aspects of team research which, we suggest, undermine attempts at implementing the feminist ideals of intellectual equity and political equality: divisions of labour in research teams; divisions of intellectual status and the differential valuation of researchers and research labour; divisions of formal power and the management structure of research teams; and exertions of informal power and the micropolitics of research teams. We suggest that feminist research management and feminist management, more generally, need to recognize and accept differences and inequalities among feminists and work with these issues in reflexive, ethical and caring ways. [source] | ||||||||||