image of young black males as academically incompetent not only becomes the most available representation of all black students, but it also undermines other perceptions of black youth, including the actual academic success of black girls ( Henry 1998
Narratives of Four Jamaican Girls’ Identity and Academic Success
Rowena Linton and Lorna McLean
Nathan Hughes, Sue Wainwright, and Caroline Cresswell
Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic writing. This article reports on the use of a form, which was designed to encourage students to use feedback in a structured and consistent manner and to support subsequent tutor-tutee dialogue. Students and tutors who used the form suggest it encouraged students to reflect on their learning needs and identify priority issues for discussion with the tutor. However, barriers to its effective use remain. In particular, there was resistance amongst students to accessing academic support, due to anxieties that staff would look negatively upon those who seek help. Students expressed concern that tutors would perceive those seeking support as failing to cope with the demands of independent study, a set of skills they perceive that they were required to have on arrival at university, rather than to acquire during the course of their studies with the help and guidance of their academic tutor.
Diversity, writing and collective learning in an international Master’s programme
Nana Clemensen and Lars Holm
different fields, concepts and representations of academic knowledge – the latter including students’ own oral and written knowledge production. From the perspective of academic literacy studies ( Lea and Street 1998 ), this diversity of students
Israel's Fast Track to High-Tech Success
Gil Baram and Isaac Ben-Israel
Why is Israel world-renowned as the ‘start-up nation’ and a leading source of technological innovation? While existing scholarship focuses on the importance of skill development during Israel Defense Forces (IDF) service, we argue that the key role of the Academic Reserve has been overlooked. Established in the 1950s as part of David Ben-Gurion’s vision for a scientifically and technologically advanced defense force, the Academic Reserve is a special program in which the IDF sends selected high school graduates to earn academic degrees before they complete an extended term of military service. After finishing their service, most participants go on to contribute to Israel’s successful high-tech industry. By focusing on the role of the Academic Reserve, we provide a broader understanding of Israel’s ongoing technological success.
The neoliberal regulation of academic work
Ana Luisa Muñoz-García
This article aims to analyse the multiple ways in which the neoliberal regulation of knowledge is negotiated by returning Chilean scholars. The data gathered suggest the construction of knowledge is highly regulated by a principle of intellectual endogamy. Intellectual endogamy is characterised by conservatism, reflected in a lack of diversity in research themes and problems and maintained by a peer-review system that controls scholars’ access to research funds. However, it is also characterised by instrumentalism, which is reflected in the requirements for obtaining research funds, such as publications in indexed journals and discourses of efficiency and productivity. Both facets engender a neoliberal regulation of academic work. This research encourages an expansion of the conversation about how academic mobility affects knowledge construction.
A case-study of Russian scholars
This article investigates Russia's relationship with the West in the 1990s and 2000s by analyzing changes in a specific segment of the contemporary global economy—the academic sphere. It traces how the social sciences and the humanities in Russia have evolved from relative insularity and hierarchy during the Soviet era to a more complex web of multiple local institutions, setting their own rules, alongside powerful international agents. Assuming that individual trajectories can make objective spatial structures visible, the article analyzes the biographies of three young Russian scholars, collected in 2004 and 2005 during a research project in the anthropology of science. Patterns of academic migration and intellectual exchange with the West are presented here as providing clues to the spatial structure of the Russian scientific field and its place in the global academic economy. The article concludes with a discussion whether these findings may be generalized to other spheres, and applied not only to Russia but to other post-Soviet states caught in-between the First and the Third Worlds.
Class mobility and the reproduction of academics in Burkina Faso
-Volta, or the Republic of Upper Volta—with students enrolled in the 2010s. This article’s main concern is to understand the reproduction of Burkinabe academics and the related class mobility amid political transformation processes. By comparing the two
Kirsten Jæger and Malene Gram
This article investigates the views of quality in higher education held by two groups of international students: Chinese students at a Danish university and Danish students at Chinese universities. Given that there are no agreed international 'quality standards' in higher education, we analysed the students' understanding of the 'quality values' of their host institution and their own preferences and priorities. Representatives of the two groups participated in an interview study addressing the experience of academic quality at their study-abroad university. An intriguing trend was identified in the data. Danish students felt confident that they themselves were able to judge the academic quality of programmes, classes and lecturers both at home and abroad. The participating Chinese students tended to express themselves in slightly depreciatory terms regarding the academic quality values of their home universities. Regarding research methods and theoretical knowledge, they adopted the quality values of the Danish host university and referred to these values when evaluating their home universities.
Margaret D. Lecompte
This article describes how different constituencies in a major research university tried to initiate change despite disagreements over common goals, norms and principles. The context was a culture war. The university administration wanted to impose a corporatising and privatising philosophy which it felt was crucial to preserving the university's academic integrity and its financial survival in a time of budgetary crisis. Faculty viewed these actions as serious threats to shared governance, faculty control over the curriculum, instruction and research, academic freedom and the faculty's constitutional rights. These forces played out in the firing and grievance cases of Ward Churchill and Adrienne Anderson, professors whose research and publications angered members of the political and academic establishment and galvanised protests pro and con from the media, conservative politicians and public intellectuals.
This article analyzes recent trends in Israeli public sociology and examines the extent to which Israeli sociologists have been engaged in the public realm. The basic presumption informing this essay is that since the 1967 War, Israeli society has been in a continuous state of crisis as a result of an inability to make decisions regarding the Occupied Territories. This crisis and its societal consequences have not been incorporated into Israeli academic sociology, either conceptually or paradigmatically. One result of this omission (but perhaps also its major cause) is the withdrawal of most Israeli sociologists from the public sphere and the lack of public sociology in Israel. The author calls for discussion and debate among his Israeli colleagues regarding this state of affairs.