Experiences Of Scholars Research Articles

The Robert Wood Johnson Foundation Future of Nursing Scholars program: The scholar experience

Robert Wood Johnson Foundation Future of Nursing Scholars program used multi-pronged approach to support nurses completing accelerated PhD programs. The purpose of this manuscript was to describe scholars' experiences completing PhDs, their dissertation characteristics, program leadership development sessions, scholar perceptions of program components. Of 201 scholars, 157 (78%) completed quantitative exit surveys, providing: satisfaction with doctoral programs and FNS curricula, types of dissertation data used, dissertation formats. Interviews held with five scholars to capture representative themes. Scholars utilized primary and secondary data for dissertations; 53% primarily used secondary data. The majority (68%) used manuscript dissertation formats. Approximately 64% completely agreed program curricula helped prepare them for professional transitions, to work collaboratively, lead confidently. Proportion of FNS graduates (42%) pursuing postdoctoral positions exceeded national trends. Despite stresses posed by accelerated PhD programs, scholars are well-situated to advance nursing science. Findings suggest secondary data analyses work well for accelerated programs. Scholar program experiences were positive.

Decolonizando-Recolonizando Currículo em Gestão e Contabilidade

ABSTRACT Objective: to reflexively understand how management and accounting decolonial academics in the Global South perceive and respond to the decolonizing curriculum agenda created in the Atlantic North within the hyper-contra-revolutionary context of the COVID-19 pandemic. Theoretical approach: we embrace a decolonizing-recolonizing perspective that challenges-reaffirms theory/practice and North/South binarisms that we internalize. Method: we embrace action research based on self-criticism and reflexivity to address the experiences of privileged decolonial scholars. Results: our findings reveal important aspects related to decolonizing-recolonizing dynamics that are occurring in bodies, contexts, and academic spaces. Conclusions: our study reveals that decolonizing the management and accounting curriculum in the South is permeated by difficulties for theoretical delinking, which trigger tensions about the constitution of personal/collective being, the mobilization of intellectual/practical activism, the creation of forms of engagement internal/external to the academy, transcending the competitive/solidaristic academic action model; the construction of knowledge in extractivist/non-extractivist forms; and the materialization of pluriversal knowledge in academic/non-academic products. We hope to encourage everyday decolonizing-recolonizing management and accounting education that goes beyond the North/South binarism and curricular reforms led by the counter-revolutionary neoliberal university and its Eurocentric business schools.

Black Joy: Love, Intimacy, and Sexuality Amongst Black Intellectuals in the Academy

When I was in graduate school, I met a Black man! Before I knew his name, or anything about him, I was drawn to his energy. It was a chance meeting outside the Black Cultural Center. Little did I know then, God had a plan for this man and I. Eventually, I met this man. His name was Lewis. Only later did I remember the chance encounter. At first, we connected professionally based on our shared research about the Black community in Columbus, and we met … at the Black Cultural Center. The chance meeting, and our first meeting, however, would set the stage for our intellectual triumphs, professional challenges, community strength and most importantly, our shared love, intimacy and sexuality. While there is a body of literature that has examined the lived experiences of Black scholars in the academy, none of it has elucidated Black love, intimacy, and sexuality amongst two Black academics in Predominately White Institutions (Christian, 2017; Hendrix, 2021; Kuradusenge-McLeod, 2021; McFerguson, 2022; Mukandi & Bond, 2019; Stewart, 2020; Ward Randolph, 2010). This autoethnographic article explored love, intimacy and sexuality in the academy amongst two Black scholars. In this treatise, the author's musings focus on the love, intimacy and sexuality she shared with her late husband, a political scientist. She illuminated the significance of love, intimacy and sexuality in fostering productivity in the academy, how African American intellectuals addressed challenges through intimacy, and how love, intimacy and sexuality served as a protective and restorative shield that strengthened their communal bond in the hostile environment often accosting Black faculty in higher education which can amount to "state-based racist violence" (Mukundi & Bond, 2019, p. 254). In turn, shared love, intimacy and sexuality amongst these two academics highlights the need for them in the lives of Black faculty as a buffer against institutional violence in PWIs (Varel, 2018).

Perception-and-Regulation Network for Salient Object Detection

Effective fusion of different types of features is the key to salient object detection (SOD). The majority of the existing network structure designs are based on the subjective experience of scholars, and the process of feature fusion does not consider the relationship between the fused features and the highest-level features. In this paper, we focus on the feature relationship and propose a novel global attention unit, which we term the “perception-and-regulation” (PR) block, that adaptively regulates the feature fusion process by explicitly modelling the interdependencies between features. The perception part uses the structure of the fully connected layers in the classification networks to learn the size and shape of the objects. The regulation part selectively strengthens and weakens the features to be fused. An imitating eye observation module (IEO) is further employed to improve the global perception capabilities of the network. The imitation of foveal vision and peripheral vision enables the IEO to scrutinize highly detailed objects and to organize a broad spatial scene to better segment objects. Sufficient experiments conducted on the SOD datasets demonstrate that the proposed method performs favourably against the 29 state-of-the-art methods.

Inclusive-Exclusion of exiled scholars into German academia through the ambivalent zone of ‘academic humanitarianism’

ABSTRACT As mentioned in official reports, the number of scholars migrating from countries with autocratic regimes or/and at war to neighborhoods or Europe is increasing due to continuing attacks on scientists and academic institutions in those countries. This paper studies this phenomenon through the analysis of the data collected through a research project involving interviews with 10 experts and 22 exiled scholars who fled their home countries to Germany after 2015. Within this context, the paper particularly focuses on the experiences of scholars, who were provided by academic humanitarian actors with scholarships/positions at universities or research institutes in Germany to continue their academic work in safety. The paper suggests defining the recently expanding supporting networks for at-risk scholars as ‘academic humanitarianism’, which refers to a domain of power and a regime of governing that emerged at the intersection of two social fields: higher education and humanitarianism. Analyzing their narratives on their academic experiences in Germany, the paper concludes that despite the target of academic humanitarian actors to integrate this superfluous population of academia into German higher education (GHE), the unintentional result is their ‘inclusive-exclusion’ due to conflicting social forces (re)producing epistemic and dispositional hierarchies that exist in German universities.

The impact of the COVID-19 pandemic on help-seeking behaviours of Indigenous and Black women experiencing intimate partner violence in the United States.

This article discusses possible barriers to help-seeking that Indigenous and Black women encountered when seeking help related to experiences of intimate partner violence during the COVID-19 pandemic. This article is focused on understanding the impact of the COVID-19 pandemic on populations at highest risk for intimate partner violence in its most severe forms. Literature sources range from 2010 to 2022. The article is also informed by the experiences of scholars and advocates working with Indigenous and Black women experiencing intimate partner violence in Wisconsin. In our write-up, we draw on Indigenous feminism and Black feminist thought. Help seeking is contextual. The context in which help seeking occurs or does not occur for Indigenous and Black women, due to the barriers we discuss is vital for nurses to understand in order to provide efficient and meaningful nursing care. Our goal is to center the nursing profession in a leadership position in addressing the complex and unique needs of Indigenous and Black women who experience the highest rates of intimate partner violence and also experience the greatest barriers to care and support. We seek to contribute theory-driven knowledge that informs the work of nurses who are often the first to encounter survivors of intimate partner violence within the clinical setting. Help-seeking is often hindered by factors such as geographic and jurisdictional, economic, and structural response barriers. This knowledge will enhance nurses' ability to lead and advocate for clinical practice and policies that minimize the barriers women experience following intimate partner violence, especially during pandemics, disasters, and other extraordinary circumstances. This article is based on the collaboration of community advocates, nurse scientists, and public health scholars, who work closely with Indigenous and Black survivors of violence and seek to meet their needs and offer them meaningful support.

"Not just a checkbox": A qualitative study of the resident scholarly experience.

Scholarship is a requirement of residency training; however, the scholarly productivity of trainees is highly variable. The purpose of this study was to explore the perspectives of residents who have been highly productive in scholarship. We performed a qualitative study using a constructivist-interpretivist paradigm and conducted semistructured interviews at seven Accreditation Council for Graduate Medical Education-accredited emergency medicine residency programs in the United States. We included sites of diverse locations and training formats (PGY-1 to -4 vs. PGY-1 to -3). Program leadership identified residents with high levels of scholarly productivity at their institutions. We used purposive sampling to seek out residents with diversity in gender and PGY level. Two researchers independently performed a thematic analysis of interview transcripts. Discrepancies were resolved through in-depth discussion and negotiated consensus. We invited 14 residents and all consented to be interviewed. Residents felt scholarship enhanced their knowledge and skills, grew collaborative networks, and provided personal fulfillment and external rewards. Scholarship positively impacted their careers by focusing their professional interests and informing career decisions. Participants identified individual and institutional facilitators of success including personal prior knowledge and skills, project management skills, mindset, protected time, mentorship, and leadership support. Challenges to conducting scholarship included lack of time, expertise, and resources. Participants acknowledged that participating in scholarly activities was hard work and recommended that residents seek out quality mentorship, work on projects that they are passionate, start early, and be persistent in their efforts. Participants' advice to faculty supporting resident scholarship included recommendations to allow resident autonomy of projects, provide scholarly opportunities, and be responsive to trainee needs. Participants in this study highlighted benefits of participating in scholarly activity as well as challenges and strategies for success. These results can inform residencies seeking to enhance the scholarly experience of trainees.

On Being the ‘Fat Person’: Possibilities and Pitfalls for Fat Activist Engagement in Academic Institutions

This article addresses the possibilities and pitfalls for fat activist engagement in academic institutions through the framework of the ‘fat person.’ Drawing from Emily Henderson’s (2019) ‘gender person’ in academia framework, we connect our own experiences as fat studies scholars, teachers, and activists with the experiences of other scholars in our field to construct a framework of understanding the role of the fat studies expert, or the ‘fat person,’ in the academy. The raw material for this article was written over the course of two extended online chat sessions between the authors, which took place during the summer of 2020. Our conversations were seeded by our prior histories as fat people and fat academics, and by our pre-existing collaborations: as supervisor and graduate student, co-researchers, and through teaching together in a fat studies course. Throughout this article we draw on scholars in our field who have explored their experiences as fat academics, fat researchers, fat students, and fat teachers. We argue that this framework is a useful step in furthering understanding of what it means to be positioned as the ‘fat person’ within an academic institution. We are embedded in the strength of our communal and embodied experiences, and at the same time, we are also aware of the potential ethical challenges of working from a place that is firmly grounded in community knowledge. Our hope is that other scholars, particularly fat studies scholars, will build from the framework we are suggesting here to further understandings of how the ‘fat person’ is constructed—and resisted—within the academy

Black maternal health scholars on fire: Building a network for collaboration and activism.

Black maternal health scholars on fire: Building a network for collaboration and activism.

Reparative Public Musicology: Empowering and Centering Community Knowledge Production through Counter-Storytelling Practice

Reparative Public Musicology: Empowering and Centering Community Knowledge Production through Counter-Storytelling Practice

Qualitative evaluation of postdoctoral trainee and faculty advisor experiences within a research-intensive school of pharmacy

BackgroundPostdoctoral trainees play a vital role in securing grant funding, building alliances, and mentoring graduate students under the guidance of a mentor who can help develop their intellectual independence. However, the experiences of postdoctoral trainees, particularly within health professions schools, is largely unexplored. The purpose of this study was to investigate the experiences of postdoctoral trainees and faculty advisors at a public four-year school of pharmacy and identify areas of opportunity to improve postdoctoral training.MethodsFocus groups and interviews were conducted to elicit participants’ experiences, perceptions, and suggestions for improvement. Stakeholder groups included postdoctoral trainees and faculty who serve as postdoctoral advisors. Thematic coding was used to identify semantic themes, and summaries of participant perceptions were generated. Results were mapped to the identity-trajectory framework.ResultsParticipants described various experiences related to intellectual growth, networking opportunities, and institutional support. In addition, participant agency was critical for developing career goals and navigating transitions. COVID-19 introduced unique challenges associated with transitioning to remote work and managing goals/motivation. Areas of opportunity were identified, such as improving infrastructure, enhancing mentoring, and enhancing communication.ConclusionPostdoctoral trainees play a critical role in the success of academic institutions. Scholarly endeavors that explore postdoctoral experiences, specifically those utilizing qualitative methods, can help pharmacy education better understand and meet the needs of postdoctoral trainees and faculty advisors. This study provides insight into the experiences of postdoctoral scholars and provides evidence for improving these training programs in schools of pharmacy.

How can universities promote academic freedom? Insights from the front line of the gender wars

AbstractThe UK Government's Higher Education (Freedom of Speech) Bill is currently progressing through Parliament. The bill is designed to strengthen free speech and academic freedom in higher education, in response to what former Education Secretary Gavin Williamson describes as ‘the rise of intolerance and cancel culture upon our campuses’. But is there really a crisis of academic freedom in British universities?To see that there is, say Judith Suissa and Alice Sullivan, we need only look at the contemporary reality of suppression of debate on sex and gender. The evidence they catalogue of suppression of research, of blacklisting, harassment and smear campaigns, of no‐platforming, disinvitations and shutting down of events, is incontrovertible. The recent experience of scholars and students wishing to discuss the material reality and political salience of sex makes complacency about academic freedom a luxury we cannot afford.Suissa and Sullivan set out a powerful argument for the role of academic freedom in pursuing truth within the academy and developing democracy beyond it. They effectively counter attempts to narrow the scope of academic freedom so as to render it compatible with no‐platforming. And they lay out a series of practical steps administrators can take to ensure that universities are places where an expansive and pluralistic intellectual climate prevails.This is a timely and compelling intervention in a vexed but urgent public debate. For their clear‐sighted diagnosis of where and how academic freedom has been eroded in our universities, and for their judicious account of what must be done to rebuild it, Suissa and Sullivan deserve a wide and attentive hearing.

Training the next generation of learning health system scientists.

IntroductionThe learning health system (LHS) aligns science, informatics, incentives, stakeholders, and culture for continuous improvement and innovation. The Agency for Healthcare Research and Quality and the Patient‐Centered Outcomes Research Institute designed a K12 initiative to grow the number of LHS scientists. We describe approaches developed by 11 funded centers of excellence (COEs) to promote partnerships between scholars and health system leaders and to provide mentored research training.MethodsSince 2018, the COEs have enlisted faculty, secured institutional resources, partnered with health systems, developed and implemented curricula, recruited scholars, and provided mentored training. Program directors for each COE provided descriptive data on program context, scholar characteristics, stakeholder engagement, scholar experiences with health system partnerships, roles following program completion, and key training challenges.ResultsTo date, the 11 COEs have partnered with health systems to train 110 scholars. Nine (82%) programs partner with a Veterans Affairs health system and 9 (82%) partner with safety net providers. Clinically trained scholars (n = 87; 79%) include 70 physicians and 17 scholars in other clinical disciplines. Non‐clinicians (n = 29; 26%) represent diverse fields, dominated by population health sciences. Stakeholder engagement helps scholars understand health system and patient/family needs and priorities, enabling opportunities to conduct embedded research, improve outcomes, and grow skills in translating research methods and findings into practice. Challenges include supporting scholars through roadblocks that threaten to derail projects during their limited program time, ranging from delays in access to data to COVID‐19‐related impediments and shifts in organizational priorities.ConclusionsFour years into this novel training program, there is evidence of scholars' accomplishments, both in traditional academic terms and in terms of moving along career trajectories that hold the potential to lead and accelerate transformational health system change. Future LHS training efforts should focus on sustainability, including organizational support for scholar activities.

Demystifying the Fulbright Scholarly Experience

Global challenges in combating a range of issues—the coronavirus pandemic, climate change, hostility, migration, misinformation—necessitate global collaboration. The Fulbright Scholar programs provide numerous ways in which to develop the tools to support such collaboration. In this commentary, we provide an overview of the Fulbright experience, reflect on Fulbright’s potential for enhancing scholarship in journalism and mass communication, and pinpoint areas scholars should consider in applying for their own Fulbright grant. The Fulbright is an essential tool in addressing the global problems that plague our world, and this essay serves as an introduction to the Fulbright experience.

When Experts Become Novices: A Mixed-Methods Exploration of International Scholars’ Experiences at a US University

The experiences of international scholars in the United States who are part of short-term or exchange programs remain vastly under-investigated compared to their full-time, tenure-track, and tenured peers. Gauded by Blau’s (1964) social exchange theory, this study investigated professional and social experiences of exchange scholars at a large public research university in the southeast. Mixed-method exploration was conducted through surveys and individual interviews with international scholars who participated in the exchange program in spring 2020. The results revealed that exchange scholars were most satisfied with work conditions and research experience, but least satisfied with professional development opportunities and cultural exchange. Further, participants’ research experience was significantly correlated with their cultural exchange, while their professional development was significantly correlated with work conditions and support. Additional implications and recommendations were drawn from the results revealing the unmet needs of program participants regarding the different areas of their exchange experiences.

Viewpoint on Milestones for Fellowship Training in Movement Disorders.

Viewpoint on Milestones for Fellowship Training in Movement Disorders.

Predatory Journals in Journalism and Mass Communication: A Case Study of Deceptions

Predatory publishing is an increasingly difficult challenge to ignore because it threatens the integrity of research literature and scholarship. Still, this scholarly area is largely overlooked in journalism and media communications (J&MC) literature. This case study examines two J&MC journals from companies listed as possibly predatory by analyzing the experiences of scholars purportedly affiliated with them. Using a survey and interviews, the analysis suggests that these journals used deceptive and unethical tactics to recruit scholars as ostensible editorial board members and reviewers. Some scholars were listed without their consent or knowledge, and others asked unsuccessfully to be removed from the journals’ posted list of editorial board members and/or reviewers. However, some say they find their affiliation rewarding intellectually, for their careers, and for the discipline. The findings have practical implications for J&MC scholarship, especially for developing country academics with insufficient English-language proficiency and who face publish-or-perish pressures from their universities and government higher education ministries.

Experiences of Scholars Working at the Nexus of Legislative Studies and REP Research: A Message from the Guest Editors

Experiences of Scholars Working at the Nexus of Legislative Studies and REP Research: A Message from the Guest Editors

In Times of Crisis: Our Story of Resilience

In this paper, we take a reflective look at the process and precursor to designing a diversity, equity, inclusion and social justice project and course while navigating our own multiply-minoritized experiences as graduate educators of color. We discuss our own stories and narratives of resilience during theCOVID-19 global pandemic around issues of immigration, racism, police violence, the struggles, and challenges of English Language Learners (ELLs), and gender discrimination. The paper begins with the story of the birth of our team through the lens/story of our colleague, followed by the introduction, our conceptualization of resilience drawing on wider literature, the development of the project and four-modular course and its impact, shared narratives of our team and concludes with a discussion of the implications for educators. We discuss how our personal, teaching, and scholarly experiences led to activism, advocacy, and social change, as our way of resilience.

Using Information Technologies to Train Today Teachers in the Educational Environment

The article studies the characteristics of teacher training for primary school teachers in the information educational environment in higher education institutions (HEIs). It shows that Ukraine’s integration into European and world educational space as a prerequisite for determining effective areas in its development is a strong motive to study the systems of teacher training for primary school teachers, reflect on their positive experience, clarify trends and prospects of their development and discover ways to solve the existing issues in teacher education. The article considers the current state of teacher training for primary school teachers in view of applying information technologies in HEIs. Considering teacher training for primary school teachers as the large-scale nationwide objective, the article analyzes this aspect in those Ukrainian HEIs whose activities are related to this particular area. IT is also essential and necessary to study the experience of individual scholars and practitioners implementing the achievements of informatization in their activities. The detailed study of teacher training for primary school teachers has made it possible to reveal significant shortcomings in this process. The findings prove that HEIs do not create favourable organizational conditions for future primary schools teachers to develop their innovative professional and personal qualities. These include the following: competitiveness; motivation towards lifelong learning and continuing professional development; knowledge about appropriate ways of personal development; creative and IT skills.