Academic Ecosystem Research Articles

Accounting Faculty’s Motivation to Engage in Academic Citizenship: Evidence from Australia and New Zealand

ABSTRACT Academic citizenship, encompassing service and broader community engagement, is declining despite its pivotal role in the academic ecosystem, largely due to being underrecognized and underappreciated in university reward systems. This study identified factors that support and inhibit faculty engagement in academic citizenship so that initiatives to reverse this trend can be designed. We interviewed 24 accounting faculty from 11 universities across Australia and New Zealand. Drawing on social cognitive theory, this study identified personal factors such as faculty self-efficacy, goal commitment, and self-evaluation of progress as drivers of engagement. Our findings underscore the urgent need for university management to support academic citizenship, particularly among junior faculty, and to formally recognize it in institutional workload models, performance evaluations, and reward systems, to ensure the sustainability of the academe ecosystem. JEL Classifications: M49.

Current Status of the Autonomous Major Selection System (Undeclared Major System) and the Direction of Operation

This paper is a study on the current state of the university's the autonomous major selection system and the direction of its operation. To this end, we examined the concept, implications and current status of the undeclared major system, and expressed opinions on the direction of operation. Additionally, it assesses the potential impact of this system on university education.</br>The autonomous major selection system, known by various names such as the Undeclared Major System, Wide-Area System, and Liberal (autonomous) Major Department, allows students to enter university without committing to a specific department. Students typically spend one year studying broadly before choosing a major. While this system has its advantages and disadvantages, past implementations have generally received more negative feedback than positive.</br>Due to policies from the Ministry of Education, universities must thoroughly prepare for the non-major system, which will be implemented in earnest starting from the 2025 academic year. Several considerations are crucial to ensure the successful operation of the Undeclared Major System. Universities need to carefully examine and proactively address issues such as curriculum design, student management, and administrative support. Opinions on these matters have been presented in this paper.</br>The critical point is that the non-major system must robustly address the fundamental questions of what a university's core mission is, what should be taught, how to cultivate talent, and how to provide education for the future. Only then can this system be effectively established in each university, ensuring a cohesive academic ecosystem.

Impact of GPT on the Academic Ecosystem

Impact of GPT on the Academic Ecosystem

What Can Frogs Teach Us about Resilience? Adaptive Renewal in Amphibian and Academic Ecosystems.

Examples of resilience in nature give us hope amid a growing biodiversity crisis. While resilience has many definitions across disciplines, here I discuss resilience as the ability to continue to adapt and persist. Naturally, as biologists, we seek to uncover the underlying mechanisms that can help us explain the secrets of resilience across scales, from individuals to species to ecosystems and beyond. Perhaps we also ponder what the secrets to resilience are in our own lives, in our own research practices, and academic communities. In this paper, I highlight insights gained through studies of amphibian resilience following a global disease outbreak to uncover shared patterns and processes linked to resilience across amphibian communities. I also reflect on how classical resilience heuristics could be more broadly applied to these processes and to our own academic communities. Focusing on the amphibian systems that I have worked in-the Golden Frogs of Panama (Atelopus zeteki/varius) and the Mountain Yellow-Legged Frogs of California (Rana muscosa/sierrae)-I highlight shared and unique characteristics of resilience across scales and systems and discuss how these relate to adaptive renewal cycles. Reflecting on this work and previous resilience scholarship, I also offer my own thoughts about academia and consider what lessons we could take from mapping our own adaptive trajectories and addressing threats to our own community resilience.

The Hand That Rocks the Cradle: Revaluing Academic Labor and Recognizing the Centrality of Carework

Abstract This paper examines the often-overlooked yet crucial role of carework within the academic ecosystem. Challenging the dominant paradigm that prioritizes research output, the paper argues for recognizing academic labor as a spectrum where teaching, research, and service hold equal value. Drawing on Rajan's (2023) framework of “academic carework,” the paper demonstrates the inseparable link between care and knowledge, highlighting how carework forms the foundation for knowledge production and reproduction. The analysis situates academic careworkers within the complex administrative landscape of higher education institutions, exploring the challenges posed by managerialism and external pressures. The paper introduces the “Argument from Shared Paradigm,” positing that academics, through their shared experiences and values, are uniquely positioned to advocate for and safeguard care-centered practices in research and teaching. By recognizing carework's essential contributions, this paper calls for a re-evaluation of academic reward systems and a shift towards a more inclusive academic culture.

Paying reviewers and regulating the number of papers may help fix the peer-review process

The exponential increase in the number of submissions, further accelerated by generative AI, and the decline in the availability of experts are burdening the peer review process. This has led to high unethical desk rejection rates, a growing appeal for the publication of unreviewed preprints, and a worrying proliferation of predatory journals. The idea of monetarily compensating peer reviewers has been around for many years; maybe, it is time to take it seriously as one way to save the peer review process. Here, I argue that paying reviewers, when done in a fair and transparent way, is a viable solution. Like the case of professional language editors, part-time or full-time professional reviewers, managed by universities or for-profit companies, can be an integral part of modern peer review. Being a professional reviewer could be financially attractive to retired senior researchers and to researchers who enjoy evaluating papers but are not motivated to do so for free. Moreover, not all produced research needs to go through peer review, and thus persuading researchers to limit submissions to their most novel and useful research could also help bring submission volumes to manageable levels. Overall, this paper reckons that the problem is not the peer review process per se but rather its function within an academic ecosystem dominated by an unhealthy culture of ‘publish or perish’. Instead of reforming the peer review process, academia has to look for better science dissemination schemes that promote collaboration over competition, engagement over judgement, and research quality and sustainability over quantity.

Teacher Professionalisation and School Engagement in Chinese Vocational Colleges and Universities

The purpose of this study was to analyse the professionalism and school engagement of educators in vocational colleges and universities in China. The study classified the demographic characteristics of the respondents based on age, gender, professional experience, and specific areas of expertise. The study also assessed the respondents' professional qualities in terms of pedagogical knowledge, dedication to lifelong learning, ethical practices, and collaboration with peers. In addition, the study assessed respondents' perceptions of school engagement in a variety of areas including administrative support, technology resources, professional development, and mentorship programmes. The study used a descriptive research design involving 300 educators from 287 comprehensive higher education institutions and seven majors in Sichuan Province. The results of the study showed that the majority of the participants were between the ages of 26 and 45 years old and expressed mainly positive feedback on the training provided. The data confirmed that educators agreed on many aspects of professional behaviour, particularly in terms of teaching competence, commitment to continuous learning and peer collaboration. It is noteworthy that teachers' perceptions of professionalism were always similar regardless of length of tenure, age or subject of teaching. This consistency suggests that school engagement policies are broadly effective and do not vary across these demographic variables. Given the clear link between teacher professionalism and school engagement, vocational institutions may consider developing programmes to promote both simultaneously. In addressing both simultaneously, vocational institutions can leverage the interaction between teacher professionalism and engagement to build an academic ecosystem that benefits both teaching staff and learners. Finally, based on the research findings and analytical insights, a programme to improve school engagement and teacher professionalism in vocational education in China is proposed.

How bibliometric evaluation makes the academia an ‘Iron Cage’: Evidence from Chinese academics

Abstract In response to the escalating reliance on bibliometrics for research evaluation within Chinese universities, this study delves into the far-reaching impact of this trend. Through comprehensive interviews with 15 academics from research-intensive universities encompassing diverse demographics, including gender, age, academic rank, and knowledge domains, the research sheds light on the consequences of bibliometric evaluation at individual and organizational levels. The findings expose how bibliometric evaluation practices can disrupt scholarly autonomy, undermine self-efficacy, erode motivation for innovative research, and trigger opportunistic behaviors among university academics. These outcomes, akin to the ‘Tragedy of the Commons,’ not only hinder institutional progress but also corrode the fabric of collegiality, and result in the performance paradox. The dominance of administrative logic over academic logic has transformed individual researchers and universities into participants in a system of administrative conformity, altering the essence of academic pursuit. Despite China’s earnest efforts to reform university research evaluation, the Chinese bibliometric evaluation sustains a cycle of self-reinforcement that impedes reform progress, particularly in terms of peer review. It is suggested that adopting a nurturing, nuanced approach to bibliometric evaluation is imperative for maintaining a harmonious academic ecosystem and fostering genuine societal advancement.

Paying reviewers and regulating the number of papers may help fix the peer-review process

The exponential increase in the number of submissions, further accelerated by generative AI, and the decline in the availability of experts are burdening the peer review process. This has led to high unethical desk rejection rates, a growing appeal for the publication of unreviewed preprints, and a worrying proliferation of predatory journals. The idea of monetarily compensating peer reviewers has been around for many years; maybe, it is time to take it seriously as one way to save the peer review process. Here, I argue that paying reviewers, when done in a fair and transparent way, is a viable solution. Like the case of professional language editors, part-time or full-time professional reviewers, managed by universities or for-profit companies, can be an integral part of modern peer review. Being a professional reviewer could be financially attractive to retired senior researchers and to researchers who enjoy evaluating papers but are not motivated to do so for free. Moreover, not all produced research needs to go through peer review, and thus persuading researchers to limit submissions to their most novel and useful research could also help bring submission volumes to manageable levels. Overall, this paper reckons that the problem is not the peer review process per se but rather its function within an academic ecosystem dominated by an unhealthy culture of ‘publish or perish’. Instead of reforming the peer review process, academia has to look for better science dissemination schemes that promote collaboration over competition, engagement over judgement, and research quality and sustainability over quantity.

Information Architecture Strategies in the Classroom: How Do Increasingly Complex Digital Ecosystems in Higher Education Shape the Contours of Instructor-Student Communication?

The proliferation of digital software is an increasingly accepted part of everyday life in higher education in the United States. While this software affords some opportunities, it can create confusing experiences for students as well. In this paper, I ask how might increasingly complex digital ecosystems in higher education shape the contours of instructor-student communication. To answer this question, I conducted an exploratory case study in the form of an online survey (n=83) and subsequent interviews (n=18) with user experience (UX) design students at a large public university in the southeastern United States. The research showed that students felt confusion regarding digital software protocols in their classes, how protocols varied from class to class, an inability to remember when and how to communicate with instructors outside of class, unsureness about where to locate information, and a preference for messaging applications over email. Research results suggest that instructor-student communication in higher education can be productively viewed through the lens of information architecture. In doing so, I argue for the need for instructors to implement strong information architecture strategies that help make sense of information in increasingly complex academic ecosystems.

Exploring scholarly perceptions of preprint servers

Introduction. Preprint servers play an important role in scholarly communication. The study investigates scholars’ engagement, experiences, and perceptions regarding the use of these servers, both as information sources and publishing venues This qualitative study seeks to extend our understanding of how these servers operate within the academic ecosystem and influence scholarly communication. Method. Data was collected through 32 semi-structured interviews with scholars from different disciplines, to explore their engagement, experiences and perceptions in using these platforms. Analysis. The data collected from these interviews underwent thematic content analysis using ATLAS.ti software. This analysis facilitated the organization and thematic examination of the textual narratives derived from the interviews. Results. In this study, scholars discussed their perceptions about the benefits of using preprint servers in scholarly work such as rapid dissemination of information and open access, but also raised concerns regarding the lack of peer review for the studies uploaded to these servers. Conclusion. These findings emphasize the growing, yet diverse, role preprint servers play in scholarly communication and their differential impact across academic disciplines.

Enhancing pediatric access to cell and gene therapies.

Increasing numbers of cell and gene therapies (CGTs) are emerging to treat and cure pediatric diseases. However, small market sizes limit the potential return on investment within the traditional biopharmaceutical drug development model, leading to a market failure. In this Perspective, we discuss major factors contributing to this failure, including high manufacturing costs, regulatory challenges, and licensing practices that do not incorporate pediatric development milestones, as well as potential solutions. We propose the creation of a new entity, the Pediatric Advanced Medicines Biotech, to lead late-stage development and commercialize pediatric CGTs outside the traditional biopharmaceutical model in the United States-where organized efforts to solve this problem have been lacking. The Pediatric Advanced Medicines Biotech would partner with the academic ecosystem, manufacture products in academic good manufacturing practice facilities and work closely with regulatory bodies, to ferry CGTs across the drug development 'valley of death' and, ultimately, increase access to lifesaving treatments for children in need.

Paying reviewers and regulating the number of papers may help fix the peer-review process.

The exponential increase in the number of submissions, further accelerated by generative AI, and the decline in the availability of experts are burdening the peer review process. This has led to high unethical desk rejection rates, a growing appeal for the publication of unreviewed preprints, and a worrying proliferation of predatory journals. The idea of monetarily compensating peer reviewers has been around for many years; maybe, it is time to take it seriously as one way to save the peer review process. Here, I argue that paying reviewers, when done in a fair and transparent way, is a viable solution. Like the case of professional language editors, part-time or full-time professional reviewers, managed by universities or for-profit companies, can be an integral part of modern peer review. Being a professional reviewer could be financially attractive to retired senior researchers and to researchers who enjoy evaluating papers but are not motivated to do so for free. Moreover, not all produced research needs to go through peer review, and thus persuading researchers to limit submissions to their most novel and useful research could also help bring submission volumes to manageable levels. Overall, this paper reckons that the problem is not the peer review process per se but rather its function within an academic ecosystem dominated by an unhealthy culture of 'publish or perish'. Instead of reforming the peer review process, academia has to look for better science dissemination schemes that promote collaboration over competition, engagement over judgement, and research quality and sustainability over quantity.

A structural model of mutual influence of human capital development and regional academic ecosystems in the context of socio-economic diversity of the Russian Far East

Subject. This article discusses the issues of the Russian Far East research and production capacity development, population migration, and its impact on the economic system's stability. Objectives. The article aims to develop mechanisms for cooperation between government officials, entrepreneurs, and heads of educational centers of the Far Eastern Federal District, and identify the key economic and demographic problems, the solution of which can contribute to the human capital development. Methods. For the study, we used a systems analysis. Conclusions. The article concludes that it is necessary to strengthen the role of regional universities in the training of specialists. The quality of human capital is negatively affected by the imbalance of supply and demand in the labor market, shuttle migration, outflow and population decline. The Russian Far East regions lagging behind the other regions of the country in terms of the number of students is a threat to the unity of Russia's economic space.

Eradicating dominant ideologies in higher education: the responsibility of campus leadership in developing a culturally-congruent education experience

ABSTRACT Educational leadership serves a pivotal function in establishing the tenor of campus cultures. Executive decisions shape educational policy and practice in ways that either hinder or advance marginalised students’ academic success. Leaders are in powerful positions to modify unjust academic ecosystems and to de-ideologise the white-centric dominant ideologies that lead to student pushout. Leadership actions tend to justify the status quo rather than to deconstruct campus culture and reconstruct antiracist options. Inaction from leadership has resulted in cultural discontinuities that lead some students to self-deidentify from academia. This article expands upon cultural mismatch theory to describe how race dysconsciousness, academic capitalism and rugged individualism operate to buttress ecosystemic conditions that create racially-antagonistic campus cultures. We propose strategies that leaders can implement to eradicate dominant ideologies at their home institutions and within educator-student relationships and individual mindsets. We also discuss important considerations and corresponding actions for creating culturally-congruent equity-focused educational spaces.

A new day in higher ed: HyFlex Universities

ABSTRACT As COVID-19 continues to impact various business sectors, university administrators have steadily pushed for all academic units to resume on campus operations and activities; conversely, faculty and students have expressed increased interest in continuing online teaching/learning. We aim to mitigate this “tug-of-war” between administrators, faculty and students and develop an academic ecosystem that accommodates varying preferences. We piloted a hybrid flexible (HyFlex) Business Statistics class that combined face-to-face, synchronous online, and asynchronous online delivery modes into a single course. Survey results revealed that the majority of the respondents found access to recorded lectures and flexible ways to attend class extremely useful. We also analyzed enrollment trends to ascertain the potential impact of offering HyFlex courses at one of the authors' institutions. In spring 2022, over 64% of course enrollments and 72% of overcapacity classes were offered asynchronously online. Conversely, 89% of on campus classes were under capacity. Additionally, we examined tuition/fees for online vs. face-to-face courses for 50 universities in the US. Seventy eight percent of the schools had varying tuition/fees for online vs. face-to-face students, which led to revenue deficits ranging between −171,683,736.00 to 22,727,259.00. The adoption of HyFlex courses could positively impact the aforementioned issues.

Imagining Becoming Coalition: resisting academic ecosystems from within and beyond through coalition building and reversed research

ABSTRACT This research note introduces the dreamings of Becoming Coalition, a nascent formation of subversive scholars at the University of Waterloo working in coalition with overlapping political commitments to transforming our academic worlds towards more equitable existences. We outline our desires for reimagining academic relations and research 1 potentials, encouraging others to take what they will from our writings towards engaging in similar progressive group formations in their own spaces and communities. We do not offer solutions because we too are in the continuous processes of re-mobilizing and re-organizing as we learn from our failures, usefulness, and theorypracticing possibilities in conversation with radical thinkactors.

Why do they leave? University personnel system reforms in China and the impacts on academic staff turnover

ABSTRACT Under pressure to establish world-class universities, higher education institutions are competing for high-level talent and developing increasingly strict performance assessment mechanisms, which may cause academic staff turnover and potential talent loss. This study focuses on academic staff turnover in the context of reforms to the Chinese academic personnel system, featured by the adoption of a tenure track system. By adopting an ecological perspective, this study discerned a systematic influence of personnel system reforms on academic staff turnover across multiple levels of the academic ecosystem, including the social/institutional, organisational, interpersonal, and individual dimensions. The findings unravel possible discourse misalignment at different levels of the academic ecosystem, deepening understanding of the controversies around university personnel reforms. The study contributes to the global literature on academic staff turnover in the context of competition among world-class universities and offer lessons for other countries undergoing similar transformations in their higher education systems.

Digital Publishing and the New Academic Ecosystem: An ANT Approach to the Recent Disputes over a Chinese Journal Database Giant

As digital publishing gains momentum globally, it presents unique challenges in different regions and cultures. To address these challenges, it is important to understand the specificities of each local context. In light of Actor Network Theory (ANT), which advocates an interdisciplinary approach through an association of related factors from different fields, this article examines problems of Chinese digital publishing, focusing on one giant database, called the Chinese National Knowledge Infrastructure (CNKI). The discussion falls into three parts. First, the self-positioning of CNKI. As the sole academic database giant, it encounters a dilemma between making profits and serving the public – it has been criticized for charging high subscription fees and for committing intellectual property infringements. Second, the scholars, while becoming more dependent on digital publishing and such a giant database as CNKI, are bewildered by the fact that they become less capable of protecting their academic autonomy as well as their intellectual copyright. Third, CNKI’s near monopoly has damaged domestic academic justice, which becomes detrimental to the development of Chinese academic journals and the international transmission of Chinese scholarship. The article concludes with an inquiry into possible solutions for building a new academic ecosystem in the digital era, locally as well as globally.

Editorial

This Open Issue showcases the diversity of active scholarship across the International Association for the Study of Popular Music. We have seven contributions from scholars along multiple career stages, covering diverse topics from streaming to composing. They encompass a variety of methodological traditions, notably musicological and ethnographic ways into thinking about the production and consumption of popular music. This richness and variety of scholarship extends across diverse institutions, locations and points of departure, resulting in a dynamic, global academic ecosystem of popular music enquiry. We are a journal with an international reach and membership, and this dynamic richness is what makes reading these pieces so rewarding.