Making 'visible' the 'invisible' work of academic writing in an audit culture

The audit-culture approach to measuring academic writing for publication is, by current Australian policy definitions at least, fairly straightforward: count the number and ‘quality’ of publications produced within a specified timeframe, enter into the relevant database. We argue in this chapter that such a view eclipses the ‘invisible’ work of writing. Presenting a narrative exploration of our writing as a group of women academics, our aim is to articulate and render ‘visible’ the ‘invisible’ work that produces an academic article. Our discussion is framed by an institutional ethnographical approach, where we argue that these connected everyday ‘invisible’ practices are both assembled and disassembled through the structures of the neoliberal university, that may paradoxically also produce space for disrupting audit cultures

Why Girls? Using Routine Activities Theory to Predict Cyberbullying Experiences Between Girls and Boys

This study uses data from the Second Youth Internet Safety Survey (D. Finkelhor, K. J. Mitchell, and J. Wolak 2011) to predict the risk of cyberbullying between genders. Although much of the cyberbullying literature has considered gender in analyses, nearly all studies have lumped boys and girls together when examining risk factors. This gender lumping has led to the inaccurate perception that risk factors for cyberbullying affect both genders similarly. Therefore, this study fills that void by reviewing differences in the online behaviors of boys and girls, whether these differences affect risk for cyberbullying, and whether routine activities theory is applicable in explaining the risk of cyberbullying for both boys and girls. © 2013 Copyright Taylor and Francis Group, LLC