Academics In Australian Universities Research Articles

Evaluating the knowledge and use of property technology among property academics in Australian universities

PurposeWith the increased demand for the application of technology in property activities, there is a growing need for property professionals adept in using digital technology. Hence, it is important to assess the competence of academia in equipping property professionals with digital technology skills. This study, therefore, assesses property academics in Australian universities to identify their level of knowledge and use of digital technology applicable to the property industry.Design/methodology/approachOnline questionnaire surveys were administered to 22 out of 110 property academics contacted through the Australia Property Institute (API) database to achieve this aim. The collected data were analysed using mean score ranking and ANOVA.FindingsThe study found that apart from databases and analytics platforms such as Corelogic RP data, price finder and industry-based software such as the Microsoft Office suite and ARGUS software, the academics were not knowledgeable in most identified and sampled proptech tools. Similarly, most proptech tools were not used or taught to the students. It was also found that early career academics (below five years in academia) were the most knowledgeable group about the proptech tools.Research limitations/implicationsRelying on the API database to contact property academics potentially excludes the position of property academics who may not be affiliated or have contacts with API, hence, the findings of this study should be generalised with caution.Practical implicationsThe study bears huge implications for the property education sector and industry in Australia; a low knowledge and use of nascent tools such as artificial intelligence, machine learning, blockchain, drones, fintech, which have received intense interest, reveals some level of skill gap of students who pass through that system and may need to be upskilled by employers to meet the current day demand.Originality/valueIn response to the clamour for technology-inclined property professionals, this paper presents itself as the first to assess the knowledge levels and application of digital technology by property academics.

Informing the development of a fit-for-purpose mental health nursing curriculum: A survey of mental health nurse academics in Australia.

Inadequate mental health nursing content in pre-registration nursing curricula has been the topic of debate and concern since the introduction of comprehensive nursing education in Australia. Government-initiated inquiries and the efforts of mental health professional organizations and leaders have not successfully addressed this problem. The aim of the current study was to garner the perspectives and experiences of mental health nurse academics regarding the adequacy of mental health content in producing graduates able to work effectively in mental health settings and identify barriers and enablers to implementing and sustaining sufficient mental health content in pre-registration programs. A survey was distributed to mental health academics in Australian universities offering pre-registration nursing degrees. In total, 44 complete responses were included in the analysis. The results demonstrated the following: Most participants considered the current mental health content, theory and clinical hours insufficient to prepare graduates for practice in mental health settings. They reported a scarcity of tenured mental health nurse academics to deliver content effectively. Most participants were dissatisfied with the comprehensive approach to nurse education and preferred a double degree (nursing and mental health nursing), or a direct entry mental health nursing program. These findings provide further evidence for the current crisis in mental health nursing education and highlight the need for urgent action. People accessing health services have the right to receive high-quality care from appropriately qualified nurses. The inadequacy of mental health content in these programs effectively denies vulnerable people the standard of care and treatment they should be entitled to.

A snapshot of the transition into retirement from academia in Australia during the COVID-19 pandemic: a qualitative study

ABSTRACT Australia has an aging population with increasing numbers embarking on the major life transition to retirement when compared to previous decades. The Australian university sector has experienced considerable upheaval as it has undergone austerity measures to attempt to manage the impact of the pandemic. The objective of this study was to conduct interviews with Australian university academics who have recently transitioned into retirement, to explore their experience of transitioning to retirement in a COVID-19 environment. The study followed the COREQ guidelines for qualitative studies. Participants were selected based on having recently retired within the previous two years from an Australian university. We conducted semi-structured interviews to explore the participants’ in-depth experience of the transition to, as well the actual experience of retirement. Thematic analysis was conducted. Six participants with a mean age of 64.7 years were interviewed for this study. Five super-ordinate themes emerged; ‘dissatisfaction with the university,’ ‘desire to continue to be involved,’ ‘financial considerations,’ ‘loss of identity, meaning and belonging,’ and ‘the need to plan and maintain a structured life.’ Retirement was seen as an important change in life. There appeared to be a weighing up of the value of quality of life, perhaps influenced by a growing awareness of its shortness. The respondents believed it is extremely important to plan retirement and to start this process early. Proffered recommendations included the making of plans to remain mentally and physically active, and to maintain purpose into retirement.

An Exploratory Study Into the Aspects of Work-life Balance Among Academics in Australian Universities

This is an exploratory study on the work-life balance of academics in some Melbourne institutes of higher education. It is important to explore this area of their lives as academics constantly face changes in terms of scope and workload. They also form the foundation of institutions of higher education. This research was done to explore where these institutes of higher education stand in terms of achieving SDG goal number 3, which is to ensure healthy lives and promote well-being for all at all ages, for their academics through exploring academic lives and well-being. SDG or Sustainable Development Goal 3 (SDG 3), refers to one of the 17 Sustainable Development Goals established by the United Nations in 2015. The reputation and success of institutes of higher education lie fundamentally in the work of its academics so any significant disruption to their health and well-being will have a negative impact on their quality of work and their organisation’s performance. This study revealed a negative impact of changes to the academics’ work-life- balance and the failure of their organisations to achieve SDG goal no 3. A qualitative approach using in-depth interviewing was used to interview nine academics, from different institutes of higher education in Melbourne, Australia. The informants included male and female academics from high and low-ranked institutes of higher education, of different positions and ages. This research used convenience and snowball sampling methods. The findings showed that the majority of informants were overworked with no clear breaks for holidays or weekends. The exception was 2 informants who enjoyed good work-life balance and holidays which may be due to their positions as Deans and Head of Programme. While mental health in education has been mainly focused on students, this research has revealed that the mental health of academics from these institutes is at a critical level and needs to be addressed.

Role of internal marketing in Australian higher education sector: age, gender and job level as moderators

ABSTRACT While internal marketing is used by the higher education sector to improve academics’ commitment toward their university employer, the impact on senior academics compared to junior academics may differ. Considering ‘intelligence generation, dissemination and responses’ as part of internal marketing, this study explores its impact on affective commitment using social exchange theory and also used gender, age and job level as moderators with surveys on senior and junior Australian university academics. Findings from structural equation modelling with multi-group analysis suggest that university’s vision and communication are highly motivating for senior academics but not for juniors. Junior academics place greater emphasis on training and the rewards system. Moderation analysis reveals the rewards system is considered more by older senior academics, whereas older junior academics are more interested in training. University human resources and administrators can develop effective strategies to increase commitment, positive word of mouth and brand image.

How Do We Value Academic Time?

The extent of technology usage for managing teaching workloads is not completely known, but often inferred by academics’ use of other technologies. This paper explores technology adoption, and attitudes toward technology use by Australian university academics. We expected that academics would be familiar with general teaching technology tools and have some appreciation of other tools that may assist their work and allow them to manage their time. We also expected they would use these to identify and manage assignment work to free-up time for other academic activities. To establish their technology usage, responses to a series of questions about types and familiarity with technology tools, were collected via an online anonymous survey. It also asked for their understanding of a hypothetical assessment scenario and subsequent use of any time gained through using technology. The results from 75 Australian academics indicated that academics were familiar with and used standard teaching technology. Academics expressed a commitment to utilize any time saved for research, scholarship or teaching and learning related activities.

Situating Race in Cultural Competency Training: A Site of Self-Revelation

Indigenous cross-cultural training has been around since the 1980s. It is often seen as a way to increase the skills and competency of staff engaged in providing service to Indigenous clients and customers, teaching Indigenous students within universities and schools, or working with Indigenous communities (Fredericks and Bargallie, “Indigenous”; “Which Way”). In this article we demonstrate how such training often exposes power, whiteness, and concepts of an Indigenous “other”. We highlight how cross-cultural training programs can potentially provide a setting in which non-Indigenous participants can develop a deeper realisation of how their understandings of the “other” are formed and enacted within a “white” social setting. Revealing whiteness as a racial construct enables people to see race, and “know what racism is, what it is not and what it does” (Bargallie, 262). Training participants can use such revelations to develop their racial literacy and anti-racist praxis (Bargallie), which when implemented have the capacity to transform inequitable power differentials in their work with Indigenous peoples and organisations.

Enhancing Chinese Students’ Learning in an Australian 2+2 Undergraduate Engineering Program

Undergraduate engineering units (subjects) are delivered by Australian academics at two universities in China over a three-week period. Students may choose to transfer to the Australian university to complete the final two years of the Bachelor of Engineering with Honours degree (2+2 program). The aim of this study is to determine what strategies are most effective for the Australian university academics to adopt for effective delivery of engineering units at Chinese universities. A mixed methods approach was applied to in-class feedback and student surveys. Three major themes: Language, Learning and Social were identified. These themes were further explored in a quantitative survey of Chinese students newly-arrived in Australia in 2016. Successful strategies for delivering engineering units included referring questions to discussion groups; students explaining difficult concepts to other students; writing key words on the board and flash cards. The principal concern for students before they transferred to Australia was the teaching and learning style of the Australian university academics. However, English language proficiency was the major concern for students transferred to Australia. The strategy for improving Chinese students’ engagement and learning outcomes should focus on additional support both in China and Australia.

How ethical leadership stimulates academics’ retention in universities

PurposeThe purpose of this paper is to investigate the relationship between ethical leadership and academics’ retention in universities. It draws on the conservation of resources theory to deepen the understanding of a process underlying this relationship whereby academics are more likely to stay in universities through the practice of ethical leadership. Specifically, it advances academics’ job-related affective well-being as a potential mediating mechanism, fostered by ethical leadership, which lowers their intention to leave.Design/methodology/approachThis study is conducted through a cross-sectional survey of 303 academics in Australian universities. Univariate, bivariate and multivariate analysis procedures are deployed to analyse academics’ data. The research hypotheses are tested through a bootstrapped regression analysis of academics’ perceived ethical leadership, affective well-being and intention to leave.FindingsThe findings lend support to the hypothesised relations, indicating a significant role of ethical leadership on enhanced intentions of academics to stay in universities by directly conserving their job-related affective well-being.Research limitations/implicationsThis paper contributes to knowledge of the relationship between ethical leadership and academics’ retention by identifying job-related affective well-being as an underlying mechanism in the university sector.Practical implicationsThis paper has practical implications for higher educational institutes seeking to retain their academic staff. Its findings show that the practice of ethical leadership in universities matters, because it lowers academics’ intentions to leave by nurturing their well-being at work.Originality/valueThis is the first study to examine the impact of ethical leadership on academics’ well-being and intentions to leave in the context of universities in Australia. It is one of the first studies to explore the mediating role of affective well-being in the ethical leadership and leadership and intention to leave relationship.

Students’ experience toward ePortfolios as a reflective assessment tool in a dual mode indigenous business course

PurposeThe purpose of this paper is to investigate students’ experiences of, and attitudes on, the use of technology – in the form of ePortfolio – as an assessment tool. The authors seek to determine whether ePortfolios aid students in facilitating critical reflection on their learning and academic skill development. The authors also determine whether ePortfolios can provide an alternative assessment tool to the traditional assessment practices in the accounting and business discipline.Design/methodology/approachThis study surveys students enrolled in an indigenous business course using questions on the usability of ePortfolios, technical support and effectiveness in critical reflection and learning. Formal evaluations were included to capture students’ self-reflections on their ePortfolio experience. The analysis included analysis of variance, t-tests, correlations and hierarchical regression.FindingsResults indicated that students show positive attitudes toward ePortfolios even after controlling for possible confounding variables such as previous experience, attitudes and accessibility. The authors also found that ePortfolios are a useful vehicle for enhancing students’ learning and understanding of indigenous knowledge in a business context. They were also found to facilitate students’ ability to critically reflect, engage in learning and develop their academic skills.Research limitations/implicationsThe findings of this study could benefit those working in higher education, particularly accounting academics in Australian universities, and the adaptation of ePortfolios in a blended learning environment, and contribute to pedagogical knowledge regarding indigenous business issues. Academics could design the curriculum of the accounting courses within the commerce programme that addresses programme learning objectives to align with graduate employability outcomes.Practical implicationsThis study provides a foundation for improving the design and assessment of written communication activities in accounting courses to achieve employability skills outcomes commensurate with university accreditation criteria. This could be achieved with the development of a community of practice developed by the professional accounting bodies in collaboration with Australian universities.Originality/valueThe research is not wholly new, although the use of ePortfolios in accounting education is not widely reported and, therefore, may be of interest to those in advancing the accounting education agenda. In light of the recent call by Australian professional accounting bodies, ePortfolios can provide accounting graduates the non-technical or soft skills such as communication, interpersonal and critical thinking.

Contextual Categorisation of Academics’ Conceptions of Teaching

Background: Despite large-class research-based instructional strategies being firmly established in the literature, traditional teacher-centred lecturing remains the norm. This is particularly the case in physics, where Physics Education Research (PER) has blossomed as a discipline in its own right over the last few decades, but research-based strategies are not widely implemented. This variation in practice is underpinned by variations in beliefs and understandings about teaching. Studies investigating the spectrum of conceptions of teaching held by teachers and, in particular, academics have almost uniformly identified a single dimension from teacher-centred to student-centred. These studies have used a phenomenographic approach to capture the variety of conceptions of teaching, but have excluded contextual issues like class size. Research Question: How does class size affect academics’ conceptions of teaching? Method: This study used an online survey to compare and contrast respondents’ experiences of small and large classes, and in particular lectures. The survey was promoted to Australian university academics from a range of disciplines, predominantly science, technology, engineering, and mathematics (STEM). Responses to the sets of small-class questions were analysed independently from the sets of equivalent large-class questions. For each respondent their small-class responses were categorised, where possible, as either being student-centred or teacher-centred, and likewise, independently, for their large-class responses. Results: In total, 107 survey responses were received. Of these, 51 had the sets of both their large- and small-class responses unambiguously categorised. Five of these were student-centred regardless of class size, and 17 of these were teacher-centred regardless of class size. All of the remaining 29 responses were teacher-centred in large classes, but student-centred in small classes. Conversely, none of the responses corresponded to a conception of teaching that was student-centred in large classes and teacher-centred in small classes. Implications: This result demonstrates that the one-dimensional analysis of conceptions of teaching along the spectrum of teacher-centred to student-centred is too simplistic. Conceptions are contextual. At the very least they depend on class size, and perhaps other factors. It confirms the hierarchy of understanding from teacher-centred to student-centred reported elsewhere in the literature, with the added feature of an intermediate stage of differing focus depending on class size. One recommendation from this finding is that teaching professional development programs should be focused on developing studentcentred conceptions and practices in large classes in particular, as this occurs infrequently but leads to the best student learning outcomes. Moreover, further research on contextspecific conceptions of teaching need to be explored.

‘It’s difficult to forecast your longer term career milestone’: career development and insecure employment for research academics in Australian universities

ABSTRACTUniversities globally have undergone significant changes in the past three decades and Australia is no exception. The importance to universities of research has resulted in a surge in the employment of research focused academics in Australian universities. Findings from the 2011 Work and Careers in Australian Universities (WCAU) survey revealed 84% of research academics were employed on fixed-term contracts. To explore the impact of insecure employment for research academics we used the labour market segmentation literature to determine whether these academics constitute a ‘secondary’ labour force. Interviews with 18 research academics revealed insecure employment had negatively affected their career development. Responses indicated that it affected particularly their ability to publish productively, develop an independent research profile and form networks and collaborative connections. Insecure employment has a largely negative impact on research academics’ careers and as a result they have become a ‘secondary’ labour force in universities.

A Dramatisation of Research Outcomes: A Verbatim Drama Based on the Lived Experience of Women Casual Academics

Within this article I offer a brief rationale for de-disciplining and re-disciplining research communication, present a drama script using the narrative experience of six women casual academics from across three Australian universities, and offer a succinct rationale for employing artistic forms of communication more generally, and drama more particularly, for re-presenting lived experience. The article predominantly focuses on the stories of women causal academics in Australian universities. It is their voices that are privileged and centralised. Women casual academics make up the majority of academics in Australia, yet they are currently ‘un-voiced’. This article therefore creates some space for the voices of women causal academics to be heard and known in a form that is congruent to their lived experience

How a verbatim drama based on the lived experience of women casual academics in Australia resonated with its audience and transformed a narrative inquiry into an action research project

This article discusses how a performed drama based on a narrative inquiry into the lived experience of women casual academics in Australian universities is understood by an audience. The audience, principally comprised of casual and ongoing academics, described the drama as authentic and personally recognised many of the main scenarios and preoccupations re-presented. In particular, they identified that the drama’s re-presentation of casual academics’ feelings of insecurity, precarious collegial relationships, and a lack of belonging and voice strongly resonated with them. The presentation also provoked them to communicate their own lived experiences of academia, which constituted a second set of narrative data. Moreover, when the audience was invited to engage with and respond to performed data they became active and collaborative participants in the research project by sharing personal insights and narratives which extended the scope and depth of the initial research project. Therefore, a public re-presentation of narrative research can transform narrative inquiry research into an action research project if the researcher adjusts her/his research approach and accepts that the audience narrative response can function as a second phase of data gathering. Adjusting to the emergent generation of data in turn further democratises research processes and relationships.

A reflection on a humanistic approach to narrative inquiry into the lived experience of women casual academics

Qualitative research is said to add flesh to the bones of quantitative data, and narrative inquiry, more specifically, is described as emotionally comforting, reassuring and validating for participants who share their stories. But little is said of the impact of the flesh, bone and emotions of the narrative inquirer on the qualitative research process. This paper explores a humanistic approach to a narrative inquiry into the lived experience of women casual academics in Australian universities, and exposes the emotional and embodied labour involved in researching others’ stories. Through reflecting in and on her practice as a narrative inquirer, the author discusses how she was affectively and ideologically motivated to investigate the lives of women casual academics and demonstrates how her heart worked in conjunction with her head when ‘handling’ the narrative data. The author finally explores how reflecting on a humanistic approach to narrative research exposes that emotional and cognitive alignment can create research ‘flow’, and that fully embodied engagement with research aligns with ‘slow’ and feminist ‘in-the-making’ scholarship where journey and outcomes emerge and cannot be pre-determined.

Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?

There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework.

A comparison of Chinese and Australian university academics’ valence for teaching and cross-disciplinary research

Corporate reforms have taken place in Australian and Chinese higher education systems to increase efficiency and productivity, and to accommodate the emergence of global markets by exposing universities to market competition. The competing demands of teaching and research arguably have emerged as an important issue for both Australian and Chinese higher education. This study provides insights into the two primary functions of higher education, namely teaching and research. Expectancy Theory is used to investigate Chinese and Australian university academics’ valence for teaching and cross-disciplinary research, with reference to the key individual cultural values at the individual level, allocentrism and idiocentrism. A two-stage cluster sampling method was employed to select Chinese and Australian university academics. The Chinese sample comprised 213 universities academics from Beijing and Hangzhou, and the Australian sample consisted of 112 academics drawn from universities in Australia. Exploratory factor analysis was applied to identify factors in the Chinese and Australian data. The common factors identified for the Chinese and Australian samples were then compared, and posited hypotheses tested. There was no statistically significant difference between the Chinese and Australian participants’ valence for teaching. However, the Australian academics reported significantly higher valence for cross-disciplinary research than the Chinese academics. In general, the Australian academics scored significantly higher on idiocentric factors and lower on allocentric factors than their Chinese counterparts. Findings suggest that it may be helpful to categorise academic activities according to individual and group orientations and matching academic activities with academics’ cultural orientations may improve their motivation. In order to promote cross-disciplinary research, an environment of in-group cooperation may need to be fostered before any real progress can take place, especially when academics with allocentric orientations are involved.

Female administrative managers in Australian universities: not male and not academic

Women make up 65 per cent of the staff in Australian universities who do not perform academic work. While there is a growing body of research on women in senior management and the experiences of female academics in Australian universities, there is less literature on women working in the administrative stream, especially those in middle management. Using a national sample of 172 university female middle managers, the paper reports on issues for this under-researched cohort. Despite a prevailing Australian paradigm of equal opportunity and anti-discrimination, women commented on many instances of discrimination, masculine culture, inflexibility regarding their carer responsibilities, lack of recognition and opportunity and an academic/administrative divide that was gender inflected. A number of women also queried whether female managers should adopt masculine management styles. Despite indications from this research and the literature that gender issues are worse in other sectors, the numerous comments in this research paint a picture of continued male hegemony that devalues and marginalises administrative women's contribution in the management of Australian universities.

Gender differences and factors affecting publication productivity among Australian university academics

This article examines gender differences in publication productivity and factors correlated with high productivity in Australian universities, during the periods 1991–3 and 2005–7. Measured as a weighted sum of books and journal articles, females reported significantly fewer publications than men during both periods. Gender differences appear to have reduced over time, with female publishing increasing from 57 percent of the male average in 1991–3 to 76 percent in 2005–7. Statistical analyses reveal that women published at similar levels to men of equal rank during both periods, except among Level A staff in 1991–3 where males published significantly more. Academic rank, doctorate qualifications, research time and international research collaboration were the strongest factors positively associated with publication productivity, but women typically reported significantly lower levels on each of these factors. Institutional and family characteristics were comparably poor predictors.

IIAffect and Intention: A Reply to William E. Connolly

Previous articleNext article No AccessCritical ResponseIIAffect and Intention: A Reply to William E. ConnollyRuth LeysRuth Leys Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Critical Inquiry Volume 37, Number 4Summer 2011 Article DOIhttps://doi.org/10.1086/660994 Views: 246Total views on this site Citations: 21Citations are reported from Crossref © 2011 by The University of Chicago. 00093-1896/11/3704-0009$10.00. All rights reserved.PDF download Crossref reports the following articles citing this article:Ruth Leys Measuring the American Soldier’s Spiritual Fitness for Warfare: How the US Army Converts Different Forms of Belief into Different Ways of Being, and Why This Matters, (Nov 2022): 199–224.https://doi.org/10.1007/978-3-031-13367-1_9Donovan O. Schaefer The Evolution of Affect Theory, 22 (May 2019).https://doi.org/10.1017/9781108765343Steffen Krämer Of fillings and feelings: locating affect, attention, and vagueness, Distinktion: Journal of Social Theory 20, no.11 (Jan 2019): 101–117.https://doi.org/10.1080/1600910X.2019.1566156Asta Smedegaard Nielsen White Fear: Habitual Whiteness and Racialization of the Threat of Terror in Danish News Journalism, (Aug 2018): 111–134.https://doi.org/10.1007/978-3-319-74630-2_5Francis Mckay Telic Attunements: Moods and Ultimate Values (Among Meditation Practitioners in the United States), Ethos 46, no.44 (Oct 2018): 498–518.https://doi.org/10.1111/etho.12217Gail Crimmins The Silence of Women Casual Academics in Australian Universities, (Dec 2017): 1–12.https://doi.org/10.1007/978-3-319-71562-9_1Paul Ashmore Of other atmospheres: football spectatorship beyond the terrace chant, Soccer & Society 18, no.11 (Nov 2014): 30–46.https://doi.org/10.1080/14660970.2014.980743Marshall Alcorn Affect and Intention in Rhetoric and Poetics, (Dec 2017): 299–322.https://doi.org/10.1007/978-3-319-63303-9_11Francesca Ansaloni, Miriam Tedeschi Understanding space ethically through affect and emotion: From uneasiness to fear and rage in the city, Emotion, Space and Society 21 (Nov 2016): 15–22.https://doi.org/10.1016/j.emospa.2016.09.006John Cromby, Martin E. H. Willis Affect?or feeling (after Leys), Theory & Psychology 26, no.44 (Jun 2016): 476–495.https://doi.org/10.1177/0959354316651344Otniel E. Dror, Bettina Hitzer, Anja Laukötter, and Pilar León-Sanz An Introduction to History of Science and the Emotions, Osiris 31, no.11 (Oct 2016): 1–18.https://doi.org/10.1086/687590Edwin Ng Buddhist Critical Thought and an Affective Micropolitics of (Un)Becoming, (Jul 2016): 179–207.https://doi.org/10.1057/978-1-137-54990-7_8Ana Dragojlovic Affective geographies: Intergenerational hauntings, bodily affectivity and multiracial subjectivities, Subjectivity 8, no.44 (Oct 2015): 315–334.https://doi.org/10.1057/sub.2015.15Wendy Anne Lee The Scandal of Insensibility; or, The Bartleby Problem, Publications of the Modern Language Association of America 130, no.55 (Oct 2020): 1405–1419.https://doi.org/10.1632/pmla.2015.130.5.1405Nada Moumtaz Refiguring Islam, (Apr 2015): 125–150.https://doi.org/10.1002/9781118475683.ch7Grant David Bollmer Pathologies of Affect, Cultural Studies 28, no.22 (Aug 2013): 298–326.https://doi.org/10.1080/09502386.2013.826264Clive Barnett Geography and ethics III, Progress in Human Geography 38, no.11 (Feb 2014): 151–160.https://doi.org/10.1177/0309132513514708Grahame Thompson From Artisan to Partisan, Journal of Cultural Economy 7, no.11 (Oct 2013): 95–120.https://doi.org/10.1080/17530350.2013.838599Paul Ashmore Not a Drama: Things Affect in Herbert Read's the Innocent Eye, Environment and Planning D: Society and Space 31, no.55 (Jan 2013): 935–950.https://doi.org/10.1068/d4711Susan Lanzoni Introduction: Emotion and the Sciences: Varieties of Empathy in Science, Art, and History, Science in Context 25, no.33 (Jul 2012): 287–300.https://doi.org/10.1017/S0269889712000105Charles Altieri IIAffect, Intentionality, and Cognition: A Response to Ruth Leys Charles Altieri, Critical Inquiry 38, no.44 (Jul 2015): 878–881.https://doi.org/10.1086/667429