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Book part
Publication date: 10 July 2014

Fiona Hallett and Mustafa Yunus Eryaman

This chapter presents an analysis of the lived experiences of academic mobility for three educational researchers, at various stages of their research career, from different…

Abstract

This chapter presents an analysis of the lived experiences of academic mobility for three educational researchers, at various stages of their research career, from different European national contexts. Lived experiences were explored by examining the metaphors used by each educational researcher to convey their experiences of academic mobility. These metaphors were then explored in further depth via individual interviews. The purpose of this analysis is to extend the debate around academic mobility, which often fails to differentiate between academic mobility and mobile academics. In addition, this chapter explores the impact of the desire for, and experience of, academic mobility on the complex, hybrid and changing process of academic identity formation. In conclusion, the chapter questions whether conventional ideas of research in the social sciences and humanities are essentially connected in one way or another to the nation state, or whether research is fundamentally an international occupation.

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Academic Mobility
Type: Book
ISBN: 978-1-78350-853-2

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Article
Publication date: 8 April 2014

Shireen J. Fahey, John R. Labadie and Noel Meyers

The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The…

304

Abstract

Purpose

The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs.

Design/methodology/approach

This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non-standards-based curriculum design, developed and delivered by a partnership of four North American universities.

Findings

The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating.

Practical implications

The paper includes implications for postgraduate level curricula design, implementation and programme evaluation.

Originality/value

The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non-standards-based curriculum.

Details

Journal of Applied Research in Higher Education, vol. 6 no. 1
Type: Research Article
ISSN: 2050-7003

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Article
Publication date: 17 April 2009

J. Fahey

76

Abstract

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Strategic Direction, vol. 25 no. 6
Type: Research Article
ISSN: 0258-0543

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Book part
Publication date: 1 January 2012

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Hard Labour? Academic Work and the Changing Landscape of Higher Education
Type: Book
ISBN: 978-1-78052-501-3

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Book part
Publication date: 8 December 2023

Sue Kyung Kim

A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with…

Abstract

A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with possible tensions of identity teachers experience as ethnic Koreans teaching at an international school in Korea that promotes non-Korean, international education in English as a “language of inclusion” and instruction. With expansions of international schools in South Korea, also growing are numbers of Korean teachers teaching at such schools as returnees, individuals with cross-cultural experience. Stories of one Korean language and literature teacher with international schooling experience were examined.

While identifying the practical benefits of acquiring English, she expresses her concern for the presumed loss of Korean as a product of the prioritized use of English on campus. Equally recognized are the diverse opportunities not commonly available at Korean public schools that the participant upholds from her own experience. She acknowledged that her opportunities for the development of English language skills to a high level of proficiency through international education is not commonly accessible to all students in the Korean public school system. She also considered possible impacts associated with prioritizing the use of English over Korean in her international education experience, including their influence on: her sense of identity as a teacher and as Korean; her cultural knowledge as Korean; and her teacher knowledge as she supports her students' learning of English as subject matter in ways that might, in turn, also impact their sense of identity as Korean.

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Smudging Composition Lines of Identity and Teacher Knowledge
Type: Book
ISBN: 978-1-83753-742-6

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Book part
Publication date: 1 January 2012

Tanya Fitzgerald

As the chapters in this book thus far have outlined, profound changes have occurred to the higher education landscape that have impacted significantly on what academics do and how…

Abstract

As the chapters in this book thus far have outlined, profound changes have occurred to the higher education landscape that have impacted significantly on what academics do and how they position themselves and their intellectual work. As this chapter will illustrate, these changes are acutely visible in the intensified scrutiny of research outputs, performance and publishing, the rating of universities through ranking exercises, and the flows of knowledge through a mobile academic labour market. These are the rapid and relentless calculative technologies (Douglas, 1987; Shore & Wright, 2000) that frame the research environment. Significantly, ways in which individuals and universities have responded to these demands and the pursuit of status have ritualised academic work and the academy.

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Hard Labour? Academic Work and the Changing Landscape of Higher Education
Type: Book
ISBN: 978-1-78052-501-3

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Book part
Publication date: 10 May 2016

Alexandra Allan

To consider how knowledge about social class is produced in research and how it can become obscured from view through certain empathic practices of representation.

Abstract

Purpose

To consider how knowledge about social class is produced in research and how it can become obscured from view through certain empathic practices of representation.

Methodology/approach

A number of data extracts, generated through participant observation and focus group interviews, are reflexively (re)considered in the chapter. These are drawn from an ethnographic study, previously undertaken by the author with a class of 25 young women in one private, selective girls’ school in the United Kingdom.

Findings

Social class was found to be silenced in the accounts which resulted from the research. This relative neglect is considered to have resulted from the primacy given to gender in a feminist project; to an over-emphasised sense of empathy and due to the desire to build and maintain respect and rapport. Strategies of empathic identification and representation should not be evaded altogether, but they need to be carefully considered (how and why are they used and to what effect?) and not taken up too readily, so that researchers don’t inadvertently re-inscribe the inequalities they are seeking to eliminate.

Originality/value

The chapter argues that greater attention needs to be paid to the class-making practices which researchers and participants engage in during and after fieldwork. Social class is brought to the foreground in the analyses presented.

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Gender Identity and Research Relationships
Type: Book
ISBN: 978-1-78635-025-1

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Book part
Publication date: 16 August 2023

Patricia Isabirye

Businesses have increasingly been urged to shift their emphasis away from a purely profit-driven economic perspective to a more sustainable approach to growth that holistically…

Abstract

Businesses have increasingly been urged to shift their emphasis away from a purely profit-driven economic perspective to a more sustainable approach to growth that holistically captures people, the planet and profits. Indigenous businesses are well suited to creatively integrate sustainability principles within their internal culture. This enables them to cope with the dominance created by non-indigenous enterprises while also promoting long-term business success. The Triple Bottom Line (TBL) concept has been applied to explore how indigenous businesses in Uganda manifest their best practices by incorporating sustainability principles for lasting economic performance. A multiple case study approach was adopted, and three well-established female-owned indigenous businesses were investigated using in-depth interviews. Integrating sustainability in the business is a fulfiling process if done holistically by embracing a range of interdependent variables that include environmental, social and economic dimensions. The author contributes an innovative culturally sensitive sustainability scope that reflects practical insights on how internal sustainability efforts can be streamlined for long-term economic prosperity without compromising the wider social and physical environment.

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Casebook of Indigenous Business Practices in Africa
Type: Book
ISBN: 978-1-80455-763-1

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Book part
Publication date: 23 August 2021

Evangelia Papaloi, Kostas Dimopoulos and Christos Koutsampelas

In this chapter, the focus is placed on the interplay between the broader policy context and the content of postgraduate studies in educational administration and leadership in an…

Abstract

In this chapter, the focus is placed on the interplay between the broader policy context and the content of postgraduate studies in educational administration and leadership in an effort to understand how it influences the conscience of future school administrators about their role and mission. The socio-cultural theory of Basil Bernstein is used for analysing the process of symbolic control regulated by the notions of classification, framing and meaning orientation which operate simultaneously for establishing dominant practices and forming individual consciences through postgraduate studies. Specifically, the analysis is based on information derived from the official websites of all the existing postgraduate programmes in school administration and leadership in two countries, Greece and UK, which represent two polar cases as regards the degree that new forms of educational management have permeated into their educational systems.

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Internationalisation of Educational Administration and Leadership Curriculum
Type: Book
ISBN: 978-1-83909-865-9

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Book part
Publication date: 7 October 2019

Anja Gibson

Recently, the public and academic discussion on elite education and the selection of top performers in Germany has led to a renewed controversy about social exclusion and…

Abstract

Recently, the public and academic discussion on elite education and the selection of top performers in Germany has led to a renewed controversy about social exclusion and inequality. Consequently, the use of terms such as ‘elite’, ‘excellence’ and ‘intellectual giftedness’ have provoked a debate about the necessity, opportunities, and rejection of educational distinctions. This chapter takes a comparative perspective to examine a private boarding school with a rich tradition, and a relatively new state-run public boarding school, examining their status as exclusive educational institutions, including their selection processes, elite aspirations and educational philosophies. The analysis focusses on how the schools construe themselves as elite and how exclusive membership is created and negotiated within the boarding school context. Using a multilevel qualitative approach and empirical data, this chapter offers findings on mechanisms of elite formation in boarding schools between two poles: the reproduction of an existing elite status and the production of elites from scratch. The analyses show the establishment of a distinct composition of students – either selected by milieu affiliation or by cognitive abilities – resulting in specific processes of coherence and distinction within the school communities. Thus, this chapter makes a contribution to a differentiated observation of new educational hierarchies in Germany.

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Elites and People: Challenges to Democracy
Type: Book
ISBN: 978-1-83867-915-6

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