Next Generation Of Academics Research Articles

Academic psychiatry is everyone's business.

This editorial considers the value and nature of academic psychiatry by asking what defines the specialty and psychiatrists as academics. We frame academic psychiatry as a way of thinking that benefits clinical services and discuss how to inspire the next generation of academics.

Rise of the most excellent scholar, demise of the field: a fictional story, yet probable destiny

ABSTRACT This article presents a fictional narrative about Professor Sackker, the solitary researcher in the field of Sackker Studies, once known as Management and Organizational Studies. Despite its absurdity, the story portrays Sackker’s dominance, marked by his inevitable rise with record-breaking publications and citations, stifling competition, and leaving him as the ultimate winner and ruler. Through personal reflections, his story explores his career strategies, provides insights into his success, and explains how he shaped, transformed, and eventually (but unwittingly) destroyed the field. This narrative, though fictional, mirrors real concerns in today’s reality: growing inequalities, the dominance of elite scholars, and erosion of meaning in academic careers as a function of hyper-competition. We examine the prevalence of systemic issues plaguing academia. Despite challenges, the article also aims to inspire hope. By illuminating these problems and integrating them into scholarly discussions, there lies an opportunity for change, empowering the next generation of academics.

A Diachronic Study on ‘Литературный Язык’ in Relation to Korean ‘Standard Language’ and ‘Literary Language’

After the establishment of diplomatic relations between Korea and Russia in the 1990s, departments of Russian studies were founded at many universities, and Russian studies research was expanded and subdivided into various fields, and the quality of research rose to a considerable level. However, the scope of research in the history of the Russian literary language field is not wide and the research results and achievements are insignificant compared to other fields of Russian studies. Nevertheless, I think that it is time to organize the research results for the next generation of academics, and as a first step, I would like to address the problem of the Korean translation of the Russian term ‘литературный язык(ЛЯ, literary language)’. This paper, which focuses on the process of the development and the historical background of the formation of the relationships “signified-signifier” of the Russian ‘ЛЯ’ and the Korean “standard language” in the aspect of the Korean translation, asserts the following: First, in the history of Russian language, “Simple Russian” of the Peter the Great period in the 18th century is the embryo of the modern linguistic concept literary language. Second, through the 18th, the early and mid-19th century, “Simple Russian” came to form the characteristics of the nation’s literary language. Third, we cannot apply the concept of literary language to any of the language types of old Russian. Fourth, the signifier for the term literary language, which appeared in the mid-19th century with the meaning “language of literature”, gradually expanded, and deviated from the signified-signifier relationship at the beginning of its formation, but the signified does not change even in the present when the first signifier is not recognized. Fifth, for the translation of the term ЛЯ, the signified of the individual language closest to the signifier of ЛЯ should be selected. The Korean equivalent of the ЛЯ is a standard language, so it is reasonable to transfer ЛЯ to a standard language. Sixth, “history” is considered from a retrospective point of view from the point of origin or roots of the present to the present. Therefore, even if the ИРЛЯ begins in the 10th century when the ЛЯ did not exist, it is reasonable to translate it into the history of the Russian standard language.

Mentorship of early career academics in Tanzania: issues and implications for the next generation of academics

ABSTRACT Mentoring has been pointed out as one of the strategies for early career academics (ECAs) preparation and support for smooth transition into academia. Although ECAs mentoring has been widely studied, and the findings have indeed been informative and illuminating, the issues facing ECAs have yet to be adequately addressed, particularly in Tanzania. Drawing from open-ended questionnaires, focus group discussions, and interviews, we examined the issues surrounding the mentoring of ECAs in selected Tanzanian universities. Academic exploitation, isolation, and lack of support from senior academics were among the key issues facing ECAs. The findings further revealed that regular mentorship training, peer support, and institutional policy framework as strategies in place to subdue the mentoring challenges. We argue for universities to have policy framework on professional development through ECAs mentoring to fill out the gap on pedagogical, research and public engagement deficits for ensuring capable next generation of academics.

Nurturing research capacity among emerging academics through mentoring : reflections from a pilot at a historically disadvantaged South African university

The need to develop the next generation of academics to replace the aging professorate in South Africa has been on the agenda of the departments of higher education and training for some time, gaining momentum in recent years. The Higher Education South Africa (HESA)'s Publication on the National Programme to Develop the Next Generation of Academics for South African Higher Education (2011) paints a dire situation for the higher education industry with regards to the attraction and retention of academic staff. Key challenges identified in the report include the aging profile of academics, poor remuneration of academics, the current postgraduate pipeline and expansion of the higher education sector. Using the Communities of Practice (CoPs) theoretical framework, this paper unpacks an initiative by a professor at a South African university to develop research capacity among emerging academics through a collaborative mentorship programme with five emerging academics. The major findings of the study include, among other things, development of the mentees identity as both academics and researchers, a boost in the mentees research profiles and the development of a community of practice. The study recommends that supervisors and promoters should be supported financially by historically disadvantaged institutions or the National Research Foundation to mentor and nurture emerging academics from historically disadvantaged backgrounds and that such mentorship initiatives be formalised and incentivised as a token of appreciation for both mentors and mentees.

Enhancing university employer attractiveness for the next generation of academics

ABSTRACT While satisfaction, engagement and retention of academics has been widely discussed, there is less acknowledgement that a university must first convince high-quality academic talent of the benefits of joining their institution. This paper sought to identify the key factors that influence early-career and aspiring academics to choose employment with a university. Fifty early-career academics or PhD scholars aspiring to academic careers gave their perspectives on this critical issue. The key findings point to five key factors that enhance the attractiveness of universities in the eyes of this next generation of talent, including reputation, organisational culture, role characteristics, career development and growth, and physical characteristics. We argue that universities, regardless of size, location or ranking, must strive to differentiate themselves and their offerings and focus on some key messages when recruiting academics.

총설] 동양사분야의 회고와 전망 - 외연의 확대와 질적 심화, 그리고 앞으로의 과제 -

The purpose of this paper is to briefly summarize the achievements and trends of the Korean Researches on Asian history over the past two years. In the meantime, in each field of Asian history, especially in the field of premodern history, a number of books of various levels and contents have been published, showing the vitality of the field, and in general, it is possible to confirm the presentation of research achievements comparable to the last period.<BR> In addition, the achievements of the joint research are not small, which makes us optimistic about the future of Asian history research in Korea. You can easily check the expansion and substantiveness of the extension, the approach from various subjects and novel perspectives.<BR> However, in the midst of the overall humanities crisis, the task of revitalizing joint work and fostering the next generation of academics is still a task that the Korean Asian History community has, and the vitalization and substantiveness of the research debate held annually by Korean Association of the Asian History is one of the good ways for that. It will take an active effort to improve it.<BR> Moreover, in the global Corona 19 pandemic that attacked in 2020, Academic exchanges at home and abroad are in serious crisis, so it will be necessary to seek preparations for the era after Corona 19.

Female Faculty: Why So Few and Why Care?

Despite slow ongoing progress in increasing the representation of women in academia, women remain significantly under-represented at senior levels, in particular in the natural sciences and engineering. Not infrequently, this is downplayed by bringing forth arguments such as inherent biological differences between genders, that current policies are adequate to address the issue, or by deflecting this as being "not my problem" among other examples. In this piece we present scientific evidence that counters these claims, as well as a best-practice example, Genie, from Chalmers University of Technology, where one of the authors is currently employed. We also highlight particular challenges caused by the current COVID-19 pandemic. Finally, we conclude by proposing some possible solutions to the situation and emphasize that we need to all do our part, to ensure that the next generation of academics experience a more diverse, inclusive, and equitable working environment.

The effectiveness of economic performance norms in the career strategies of the next generation of academics in women’s and gender research

Im Beitrag wird am Beispiel der Frauen- und Geschlechterforschung erörtert, wie sich die mit der Neoliberalisierung von Hochschule und Forschung verbundenen Leistungsnormen Publikationen, Drittmittelakquise und Internationalisierung in den Qualifizierungsprozessen und Karrierestrategien des wissenschaftlichen Nachwuchses im deutschen Wissenschaftssystem widerspiegeln und von diesem bewertet werden. Basierend auf einer qualitativen Inhaltsanalyse von 20 problemzentrierten Interviews mit Prä- und Postdocs in der Frauen- und Geschlechterforschung zeigt sich erstens, wie tief der wissenschaftliche Nachwuchs diese Leistungsnormen verinnerlicht hat, an ihnen leidet und zugleich mit ihrer Erfüllung ringt. Zweitens wird deutlich, dass sich die Frauen- und Geschlechterforschung hinsichtlich der Leistungsnormen in Bezug auf Wissenschaftskarrieren zwar kaum von anderen Disziplinen unterscheidet, deren Erfüllung aber für bestimmte Themenbereiche und Fragestellungen der Grundlagenforschung erschwert ist. Dies ist in ihrer Besonderheit begründet, zumeist als Element der etablierten Disziplinen und nur in Einzelfällen als eigene Disziplin institutionalisiert zu sein.

Message from The Executive Director

Message from The Executive Director

Editorial: musings on geography and public policy

This issue of Geographical Research provides, I think, yet more evidence that the discipline is both varied and vibrant and that its practitioners make important contributions to debates that inform public policy and social and spatial change.

Doctoring knowledge or acknowledging doctors?

AbstractDoctoral forms of study are now diverse, although debate exists about whether ontological differences separate the research‐based Doctor of Philosophy (PhD) from alternative doctoral forms that contribute to professional practice. The purpose and processes of doctoral study and prevailing market logics that suit the knowledge economy affect the doctoral experience. Solutions entail relationality between the ideas that members of society hold about the ontology and purpose of the PhD and alternative doctoral forms, individual existential desires, and the materialities of the contemporary workplace. The PhD discursively contributes to both academic and professional becoming, with deep disciplinary mastery of threshold concepts. Disciplinary learning groups offer a critical and sometimes transforming experience. In addition to preparing the next generation of academics, the traditional PhD offers high‐level generic skills that are rare outside academia. In geography, especially, these skills are increasingly valued in society, not least when combined with diverse content that is highly relevant to contemporary global challenges. Institutions might help staff and candidates resist neoliberal tendencies for timely completions and offer a more appropriate learning experience, alongside ethical and transparent promotion of the purpose and practices of the doctoral experience. In time, such changes might signal a transformation influencing how all actors from society, the institution of higher education, supervisory staff, and doctoral candidates imagine doctoral and post‐doctoral work—“acknowledging” doctoral expertise and its societal value from both within and outside the academy.

African Academic Diaspora: Training and Research

Tertiary education enrollment in sub-Saharan Africa nearly doubled from approximately 4.5 million in 2000 to 8.8 million in 2016 (UNESCO UIS). To meet the needs of new and expanding universities, several African governments aim to increase the number of doctoral graduates who can become qualified staff. African universities have deployed innovative models of academic diaspora linkages in building the next generation of academics.

Assessment beliefs of higher education staff developers

This research focuses on the assessment literacy, that is, the understandings of assessment terminologies and how they relate to each other, in academic staff developers in the UK, collected via questionnaires and semi-structured interviews. Academic staff developers have been trained and certified to support new higher education lecturers in learning, teaching, and assessment practices, and provide continuing professional development for more experienced staff. Results showed inconsistent and differing understandings between and within individuals. These inconsistencies may reflect the lack of consistency of terminology in the literature. This lack of common understanding has far-reaching implications and needs reconciling to enhance personal and collective assessment literacies, particularly since our respondents have responsibility for training the next generation of academics.

Introduction: New Voices on Canada

This issue of the British Journal of Canadian Studies showcases a range of original research by emerging scholars writing about the literature of Canada. These scholars, drawn from the United Kingdom and elsewhere in Europe, represent the next generation of academics engaged in research, analysis and writing in the field of Canadian Studies.As with many projects, this issue began as a conversation between friends and colleagues - Christopher Kirkey, Director of the Center for the Study of Canada at State University of New York College at Plattsburgh, and Tony McCulloch, Senior Fellow in North American Studies at the UCL Institute of the Americas. Reflecting on the need to encourage younger scholars working on Canada, and building on a model already successfully employed by SUN Y Plattsburgh's CONNECT programme, the decision was taken in May 2013 to organise, promote and convene a colloquium at University College London in the summer of 2014. A call for papers was issued, aimed primarily at doctoral students and early-career professionals, and resulted in some thirty proposals. Twenty-one participants, from all over Europe and representing a variety of academic disciplines, subsequently presented their research at the 'Issues in Canadian Studies: New Voices on Canada' colloquium held at the UCL Institute of the Americas in Bloomsbur y, central London, between 10 and 12 July 2014.The colloquium featured, most prominently, a compelling focus on papers dedicated to Canadian literature. As editors - following formal presentations, extended discussions, and multiple academic peer reviews by several senior scholars - we chose to commit this issue of the BJCS to six essays grounded in the study of Canadian literature, broadly defined. We are also pleased to note that the authors of several other papers given at the colloquium have been encouraged to submit their work to the BJCS for consideration in future issues.In this special issue Sarah Galletly, from the UK but currently based in Australia, focuses on the highly popular Canadian author, Lucy Maud Montgomer y, and her often overlooked short fictional feature submissions to two prominent Canadian periodicals, Chatelaine and the Canadian Home Journal. Will Smith, also from the UK, examines two 'little-known popular novels', Hopkins Moorhouse's Every Man for Himself and Peter Donovan's Late Spring, and shows that these Toronto-based writers of the early twentieth century reflect and radiate the emergence of urban realist fiction in and about Canada. …

Book Review: Growing the next generation of researchers: A handbook for emerging researchers and their mentors. Holness, L.

South Africa urgently needs more researchers (NRF, 2008; NDP, 2011). We also need a transformation in the demographics of our researchers. One indicator of this is that currently only 14% of university professors are black African, and only 2% are black African females (DHET, 2012). The Staffing South Africa's Universities Framework includes a number of initiatives to drive the process of growing the next generation of academics. For example, the nGAP project has inserted 125 new posts into the higher education system in 2015, with more to follow. This project allows for new academics to undertake postgraduate study and develop as teachers and researchers through mentorship, a reduced teaching load and so on.

Enterprising research skills: academia's changing role

In the UK and elsewhere, the traditional way of developing future researchers through re-search degrees is under scrutiny with pressure on institutions to look beyond the needs of academia and to cater more fully for those of the working professional. For future sustainability of academia, a balance needs to be struck between training the next generation of academics and providing additional choices for professionals seeking to carry out research outside academia. In this paper, we analyse the challenges raised with reference to our experience of supporting IT professionals enrolled on part-time research degrees, contextualised in current and emergent enterprise and national practices, and with cognisance of the need for academia to continue. We also propose a model of supervision we have refined over the years, in the hope that our experience can be of benefit to other academics who find themselves facing similar challenges.

Expanding Opportunity through Intentional Equity: Transforming Higher Education in South Africa to Benefit All

Seventeen years after the transition from a racially divided higher education system, which was designed to uphold white privilege and black subordination, apartheid continues to rear its ugly head. There is inadequate response to the changing face of South African universities; persistent inequality in the representation of women and black people in the academe, especially in senior management positions; and enduring covert racism in the academe through obsession with black students’ perceived deficits. The purpose of this article is to review the present postapartheid higher education framework and suggest an agenda that will work towards the expansion of access, retention and success that benefits all students regardless of their family background – specifically the development of strategies to overcome overemphasis on the student deficits, rather increase the recognition of their strengths as a basis of building the next generation of academics.

Seeking Balance: The Complexity of Choice-Making Among Academic Surgeons

This study describes the experiences of academic surgeons in seeking a balance between their personal and professional lives. This phenomenological study, conducted in 2009-2010 at the University of Western Ontario, used in-depth individual semistructured interviews to explore the ideas, perceptions, and experiences of 17 recently recruited academic surgeons (nine women/eight men) about seeking balance between their personal and professional lives. All the interviews were audiotaped and transcribed verbatim. The data analysis was both iterative and interpretative. All the participants expressed a passion and commitment to academic surgery, but their stories revealed the complexity of making choices in seeking a balance between their personal and professional lives. This process of making choices was filtered through influential values in their lives, which in turn determined how they set boundaries to protect their personal and family time from the demands of their professional obligations. Intertwined in this process were the trade-offs they had to make in order to seek balance. Some choices, boundary-setting strategies, and trade-offs were dictated by gender. Finally, the process of making choices was not static; instead, the data revealed how it was both dynamic and cyclical, requiring reexamination over the life cycle, as well as their career trajectory. Thus, seeking a balance was an ever-changing process. Understanding how members of an academic department of surgery navigate the balance between their personal and professional worlds may provide new insights for other disciplines seeking to enhance the development of the next generation of academics.

Cultivating the next generation of academics in South Africa

The academic workplace is experiencing numerous changes in South Africa and around the world, including increasing managerialism, declining governmental funding and massification of university systems. Global trends have impacted South Africa, and additional local contextual factors combine to create a situation in which the pool of prospective academics is limited, particularly with regard to individuals from diverse backgrounds, at the same time as vacancies for academic staff are expected to increase. In order to address the question of who will become the next generation of academics in South Africa, the author investigates potential barriers to developing academics through qualitative research conducted with postgraduate students, academic staff and administrators at two higher education institutions. Two central thematic categories are explored—induction into postgraduate studies and induction into the academic profession. The author posits that systematic socialization, both into postgraduate studies and into the academic profession, is a vital link toward cultivating emerging academics to fill academic positions for an equitable workplace in South African higher education institutions.