Academics In Germany Research Articles

“Well, what we can do is […] to organize data, to evaluate studies”—Self-images of public health academics in Germany during the COVID-19 pandemic: a qualitative study

BackgroundDespite the significant role of scientific knowledge pertaining to public health, the discipline of public health remained outside the centre stage within the pandemic discourse. Against this background, we investigated the role of German public health academics during the pandemic in our study, focusing on their orientations and associated values.MethodsWe interviewed 21 public health scholars from Germany and collected 36 documents published by public health scientific societies. We analyzed data by grounded theory and situational mapping.ResultsWe identified five types of self-images identified among healthcare academics: the scientific study supplier, the expert facing political issues, the restrained scholar, the public informer and the changemaker. The typology yields insights into the multiple dimensions of public health and its role in times of crisis.ConclusionsThe findings provide implications to inter- and transdisciplinary interaction and to managing the expectations of public health professionals in relation to crisis management.

Perceptions of Scientific Authorship Revisited: Country Differences and the Impact of Perceived Publication Pressure

Relying on data collected by the Zurich Survey of Academics (ZSoA), a unique representative online survey among academics in Germany, Austria, and Switzerland (DACH region), this paper replicates Johann and Mayer's (Minerva 57(2):175–196, 2019) analysis of researchers' perceptions of scientific authorship and expands their scope. The primary goals of the study at hand are to learn more about (a) country differences in perceptions of scientific authorship, as well as (b) the influence of perceived publication pressure on authorship perceptions. The results indicate that academics in Switzerland interpret scientific authorship more leniently than their colleagues in Germany and Austria. The findings further indicate that, as perceived pressure to publish increases, researchers are more likely to belong to a group of academics who hold the view that any type of contribution/task justifies co-authorship, including even those contributions/tasks that do not justify co-authorship according to most authorship guidelines. In summary, the present study suggests that action is required to harmonize regulations for scientific authorship and to improve the research culture.

Mapping mental models of science communication: How academics in Germany, Austria and Switzerland understand and practice science communication

The mental models that individual scholars have of science communication – how it works, what it is supposed to achieve and so on – shape the way these academics actually communicate to the public. But these mental models, and their prevalence among scholars, have rarely been analysed. Drawing on a large-scale, representative web survey of academics at universities in Germany, Austria and Switzerland (n = 15,778) from 2020, we identify three mental models that are prevalent among scholars, and that correspond to conceptual models found in science communication theory: ‘Public Understanding of Science’, ‘Public Engagement with Science’ and ‘Strategic Science Communication’. The results suggest that the ‘Strategic Science Communication’ model is particularly prevalent among academics in precarious employment and female scholars. Extrinsically motivated academics, that is, those under pressure to win grants, also seem to use science communication more strategically. The ‘Public Engagement’ model is prevalent among older and female scholars, while ‘Public Understanding’ is particularly prevalent among scholars who find their work especially meaningful. Findings also reveal that academics’ mental models largely align with the way they practice science communication.

Does Academia Still Call? Experiences of Academics in Germany and the United States

Given the significant transformations underway in academia, it is pertinent to ask whether the traditional notion of entering the profession in response to a calling is still relevant. This article draws together hitherto unconnected strands of German and Anglo-Saxon literature on callings, then analyzes biographical narratives of 40 social scientists in Germany and the United States. The comparative analysis of the timing, sources, and nature of the respondents’ decision to become academics finds that almost all exhibit a calling orientation. However, their responses no longer correspond to the classical, passive notion; instead, callings in academia have become agentic. In the context of a wider societal trend to self-realization, academia has been transformed to an activity that people pursue because they want to rather than because destiny or an external force pushes them to make such a commitment. The recognition of the social nature of callings is underscored by the significance of professional mentors and family. The unexpected predominance of similarities in the cross-national comparison of calling orientation suggests that the internationalization of academic standards and procedures and the high level of competition for few positions in both contexts may outweigh the effects of culture and tradition.

Scholarly Exiles

On a trip to Vienna to plan an international research project on the history of wages and prices in April 1933, William Beveridge, economist, social reformer and intellectual architect of the British welfare state, was inspired to set up the Academic Assistance Council – later the Society for the Protection of Science and Learning and since 1998 the Council for Assisting Refugee Academics (CARA) (hereafter CARA). Shortly before Beveridge met with Viennese colleagues for dinner, many German academics had received official notification of their dismissal by the newly-elected Nazi regime – a move which spotlighted the urgent predicament of leftist and Jewish academics in Germany.1 Refugees from Nazism received aid from a number of British organizations, including the Jewish Refugee Committee, the Central British Fund for German Jewry and the Society of Friends German Emergency Committee.2 CARA played a specialized role in this aid provision, focusing on placements for threatened scientists and researchers.3 Some of the leading lights of twentieth-century thought, including physicist Max Born and sociologist Karl Mannheim, received assistance from CARA and subsequently re-established themselves in British universities.

Perceived discrimination of international visitors to universities in Germany and the UK

The extent to which international students and academics feel discriminated against in the host country was explored in three samples from two countries: students in Germany (N = 161), students in the UK (N = 139), and academics in Germany (N = 79). Respondents completed a measure of perceived discrimination of increasing severity, comprising antilocution (verbal derogation), avoidance, behavioural discrimination, and physical assault. Physical discernibility as foreigner, quality of private contacts with host nationals, and language proficiency were explored as predictors of perceived discrimination. Across the three samples, respondents who were identifiable as foreigners by their appearance reported more discrimination. Positive contacts with host nationals were associated with lower levels of perceived discrimination. Language proficiency predicted perceived antilocution in the two German samples. All samples perceived their personal level of discrimination to be lower than that of their respective in-groups (international students/academics), but the tendency was moderated by visibility and contact quality.

Dil ve Tarih-Coğrafya Fakültesi'ndeki Mülteci Profesörler

During the early I930s, while national socialism in Germany sought mass support, in Turkey Mustafa Kemal Ataturk and his companions were trying to establish institutions of the republican regime. Academics in Germany were then being dismissed of their posts; some of them were liberal, some of them were social democrats and stili others were jewish. in Turkey, on the other hand, Mustafa Kemal and his companions were in search of scholars for a new university. Their path crossed in Zurich, in this article three German professors, worked in Faculty of Letters in Ankara namely Landsberger, Guterbock and Ruben were considered through their private files kept in Faculty's archive.

Multiculturalism, Reintegration, and Beyond: The Afrikanisch-Asiatische Studentenforderung in Gottingen

In 1994, Sabine von Dirke offered an analysis of the German debate over multiculturalism in which she demonstrated how this discussion, beginning in the early 1980s, created a forum for Germans from across the political spectrum to negotiate different and conflicting notions of German identity.' Since then, the climate has not been favorable in Germany for a rewriting of citizenship laws and the development of a concept of Germanness allowing for ethnic diversity. Recent debates confirm that--even under the new German government--these topics remain highly controversial. In the following essay I will first discuss the current status of multiculturalism as an alternate concept to the idea of an ethnically homogeneous German nation-state. As I shall demonstrate, factors such as the German history of emigration and immigration, the influence of unification, and the debate over citizenship are central to the conflicting perceptions of multiculturalism prevalent in the Federal Republic today. To illustrate this disagreement more concretely, I will focus on two title stories covering the current state of multiculturalism that were published in the highly popular magazines Der Spiegel and Brigitte in the spring of 1997. Following the analysis of these articles as reflecting the polarity of multicultural arguments, I will turn to the situation of students and academics from Africa and Asia, whose particular concerns are rarely recognized in debates and research on immigration, citizenship, and multiculturalism. More specifically, I will discuss the Afrikanisch-Asiatische StudentenfOrderung in Gottingen, which since the late 1950s has emerged as a model institution addressing the distinct needs of these students and academics. My analysis will show that the association offers a paradigm for implementing multicultural solutions, one which deserves attention for its exemplary character and effective, practice-oriented approach to representing multicultural students and academics in Germany. My discussion will highlight in particular how the association developed a unique discourse of multiculturalism, using concepts such as Interkultureller dialog, Reintegration and Selbsthilfe to

Plea for female academics in Germany

munich German universities should increase the number of female academics, according to a report by Germany's influential science council.

Academics in Germany: German and Jew - Some Preliminary Remarks

Journal Article Academics in Germany: German and Jew – Some Preliminary Remarks Get access Fritz K. Ringer Fritz K. Ringer Search for other works by this author on: Oxford Academic Google Scholar The Leo Baeck Institute Year Book, Volume 36, Issue 1, January 1991, Pages 207–212, https://doi.org/10.1093/leobaeck/36.1.207 Published: 01 January 1991