Following involvement in several academic collectively written articles, the authors question traditional notions of the ‘lone’ individualist author model as the expected standard in the humanities...

The high rates of comorbidity with substance use disorders in general psychiatry patients demand enhanced competences from psychiatry residents in addiction medicine. The aim of this article is to ...

This article focuses on the early stages of an international project on gamifying national identity. It examines the production of the content required for developing a sophisticated and engaging approach to pedagogical innovation in education, through game-based learning. This will encourage individuals to think about both European and national identity, specifically within the context of the European Union (EU). At a time when the EU faces significant challenges, a better understanding and appreciation of the role of national and supra- national identity and belonging in Europe is clear. RU EU? – an Erasmus+ funded project – aims to develop an innovative online game to help students and others enhance their understanding of their own national and European identities and challenge attitudes and prejudices. The content development of the game has brought together experts with socio- political knowledge, pedagogical understanding and technical expertise. This article discusses the early stages in the content development process, during which we amassed material from literature reviews, academic interviews and student focus groups and surveys. We sought to ensure that the content of the game reflected the issues raised within the game development lifecycle and our article describes our engagement with this material and its integration into game content.

Peer review is central to academic publishing. Yet for many it is a mysterious and contentious practice, which can cause distress for both reviewers, and those whose work is reviewed. This paper, produced by the Editors’ Collective, examines the past and future of peer review in academic publishing. The first sections consider how peer review has been defined and practised in changing academic contexts, and its educational significance in the development of scholarship. The paper then explores major historical and contemporary issues around identity, diversity, anonymity, and the review process, and the related power of editors versus reviewers in academic publishing. Finally, the paper discusses the case of new scholars as reviewers engaging in neoliberal labour, before concluding with some brief recommendations based on our analysis.

In the year that George Ritzer publishes the ninth edition of The McDonaldization of Society, moving his famous theory firmly Into the Digital Age, critical educator Petar Jandric and sociologist Sarah Hayes invited George to a dialogue on the digital transformation of McDonaldization and its relationship to consumer culture. In this article, George first traces for us the origins of his theory that has endured for four decades. A key dimension of McDonaldization is the ‘iron cage’ of control, via rationalization, that was once contained within physical sites of bricks and mortar. Increasingly now, we encounter a ‘velvet cage’ in sites of digital consumption, at the hands of non-human technologies, that threaten human labour and autonomy. Exploited as unpaid con(pro)sumers, we labour to provide information for corporate digital billionaires, keeping McDonaldization alive, well, and even more predominant in augmented settings, including Higher Education, in the form of the McUniversity. With the rise of prosuming machines such as blockchain and bitcoin, that can both produce and consume without intervention from human prosumers, George concludes that prosumer capitalism will explode into unprecedented and unpredictable directions in the years to come.

This study analyzed the factors required for a researcher to become a professor in the humanities and sociology, science and engineering, medicine and biology, and general studies fields. The study focuses on research productivity and analyzes the impact of hiatuses in research production on promotion in universities as well as the time at which such hiatuses have the least impact on promotions. I divided the factors required for promotion into three categories: academic performance (the number of published articles, books, and competitive grants and funding sources acquired), social elements (gender), and elements related to the duration of periods with no research output and their timing. The results show that the probability of promotion to professorship increases as the number of papers in Scopus, the number of books published, and the amount of acquired competitive funds increase. As expected, longer declines in research productivity reduce the probability of promotion. However, it is not always necessary for researchers to publish continuously throughout their careers; the results show that a decline in research productivity other than during the first five years and the period from 20 to 30 years after the start of the research career has no influence on academic promotions.

ABSTRACTThis paper reports on the importance of the stories and perspectives of early childhood education Associate Teachers (ATs) at a time when there is considerable flux being experienced in the Aotearoa New Zealand early childhood sector, due in particular to the ongoing impact of changes in government funding policy, ongoing debates about pathways into the teaching profession, and an updated curriculum framework. The paper developed out of a research project that asked Associate Teachers (AT) about their views on the impact of recent national education policy changes. The views of ATs provide an influential voice for the sector, and particularly for teacher education providers through the student teacher practicum experience. Evidence and analysis of AT views provides insight into how the triadic of student, lecturer and practitioner can work together to support student teachers with their practicum experience in relation to the recent policy changes. A very small return rate for online questionnaire...

Dialogue is the encounter between men [beings], mediated by the world, in order to name the world. (Freire, 1972, p. 88) We live in the epoch of digital reason, which has significantly altered the ...

A picture held us captive. And we could not get outside it, for it lay in our language and language seemed to repeat it to us inexorably. – Wittgenstein, Philosophical Investigations, 115. Source: ...