Institutional culture and academic career progression: Perceptions and experiences of academic staff.

The culture of higher education has a long and unique history, with the understanding that any attempt to appreciate the processes within the system must have an advanced comprehension of the culture of higher education (Callaghan, 2015). Moreover, higher education institutional cultures have always been regarded as resistant to change (Maguad, 2018). However, a national review, conducted by the South African Council on Higher Education (CHE, 2016), confirmed the world-wide shifts in higher education, which necessitated the assessment and adjustment of institutional cultures. The enormity of the barriers that an institutional culture could represent has been acknowledged since the 1997 White Paper (Republic of South Africa [RSA], Department of Education [DOE], 1997). Consequently, the CHE report appealed to the Department of Higher Education and Training (DHET) to apply funding models that would enable a culture, conducive to unlocking South Africa’s research potential, whilst developing and cultivating the academic profession (CHE, 2016). The academic profession, however, similar to all other professions, is subjected to unprecedented challenges outside the scope of traditional continuity threats, such as the global pandemic, coronavirus disease 2019 (COVID-19) (World Health Organization [WHO], 2020). The COVID-19 pandemic necessitated higher education institutions to respond, appropriately and efficiently whilst ensuring delivery during a sustained crisis. Academic staff, therefore, were required to operate in a complex, evolving and dynamic environment, which required an institutional culture that was responsive to an era, characterised by a flux of change (Waller, Lemoine, Mense, Garretson, & Richardson, 2019). Career management and progression are critical during times of complexity, more so whilst engaging and cultivating key talent (Callanan, Perri, & Tomkowicz 2017; Donohue & Tham, 2019; Janse van Rensburg, Rothmann, & Diedericks, 2017a). Currently, the success of a university, more than ever, is dependent on the academic profession, their career progression and satisfaction, as well as their commitment and motivation to achieve the university’s desired level of educational services and quality of scientific research (Szelągowska-Rudzka, 2018). A focus on the career progression of academics, to address the primary concerns regarding the academic staff in the South African context, is further supported by the CHE review (CHE, 2016, p. 208). These concerns include recruitment, retention and equity of academic staff, as well as the expected retirement rates, against the backdrop of a great shortage of academics with suitable qualifications (CHE 2016, p. 290). Statistics confirm that South African universities need more academic staff with doctoral degrees, particularly from historically disadvantaged groups, to fill and increase the academic pipeline (Breier & Herman, 2017). Although academic exit, or turnover, is a global challenge, the capacity and sustainability of South African higher education institutions are threatened by the exodus of academics (Callaghan, 2015; Mashile, Munyeka, & Ndlovu, 2021). Furthermore, whilst it is difficult to appoint and retain academic staff with high standing (Theron, Barkhuizen, & Du Plessis, 2014), the CHE (2016) review acknowledges that academia is in competition with career offers from government, civil service and corporates, who all need to access the pool of highly skilled South African Black and women professionals. Evidently, careers do not develop in isolation. Instead, careers within organisations are shaped by the organisation’s strategy (Schreuder & Coetzee, 2016) and, specifically, the organisation’s culture (Grobler, Rudolph & Bezuidenhout, 2014). An organisation’s culture, therefore, is a powerful source and transmitter of social information, shaping individual career motivations, decisions and behaviours (Hall & Yip, 2016). The impact of culture on careers is not a new concept. Culture is identified by Kanter (1984), as well as Schein (1985) as both a cause and an effect on an employee’s move within and across an organisation. Further studies highlight the need to understand and consider the organisational culture as critical for career management processes (Maher, 2017). Institutional culture is identified as a key reason for academic turnover (Mashile et al., 2021), together with the need for institutional culture to support academic development and progression (Lesenyeho, Barkhuizen, & Schutte, 2018). In a recent study, academic staff identified institutional culture as a challenge for their career management and progression (Barnes, Du Plessis, & Frantz, 2021).With the challenges of higher education and the academic career in mind, a comprehensive and deeper understanding of any higher education institutional culture requires analysis beyond the structural elements and established procedures of the institution. An understanding of how individuals interpret their environment, to support their career progression, is equally vital. The objective history of any given institution, combined with established institutional norms, will result in a limited set of immutable outcomes for any given situation (Tierney & Lanford, 2018). An understanding of institutional culture allows real or potential conflicts to be considered in the broader institutional life, and not in isolation, whilst it allows the identification of structural or operational contradictions that suggest tension in the institution. In addition, it allows the evaluation and implementation of everyday decisions, with a keen awareness of its role in, and influence on institutional culture; provides an understanding of the symbolic dimension of seemingly instrumental decisions and actions; and considers why various groups in the institution hold varying perceptions about institutional performance (Tierney & Lanford, 2018). It is against this context that the study aimed to establish and present, from the academics’ point of view, the values, practices and behaviours that facilitate an institutional culture that supports the career progression of academic staff

As práticas do movimento cooperativo como lugares de eduucacâo

O foco temático deste artigo está nas práticas do movimento cooperativo como lugares de educação, tendo em seu cerne a pergunta sobre a relação entre cooperação e educação. O texto é oriundo de reflexões teórico-críticas a partir da experiência de atuação dos autores durante décadas junto a organizações cooperativas. Desse contexto surgem questionamentos relativos ao papel da educação em uma organização cooperativa. Objetiva-se potencializar o debate teórico e que este possa servir de instrumento prático ao movimento cooperativo. Conclusivamente observa-se que associados e associadas se educam nas relações sociais e econômicas da cooperação, podendo-se afirmar que o movimento cooperativo constitui um lugar de educaçãoThis article focuses on the practices of the cooperative movement as places of education. It has at its core the question of the relationship between cooperation and education. The text is derived from theoretical and critical reflections from the work of the authors' experience for decades with the cooperative organizations. In this context, some questions concerning the role of education in a cooperative organization arise. The objective is to enhance the theoretical debate and it can serve as a tool for practicing the cooperative movement. We observed that cooperative members educated themselves in the social and economic relations of cooperation, so that we can say the cooperative movement is a place of educatio

Public school and education as a practice of cooperation. Another globalization is possible.

La lucha por la escuela pública es un proceso que se desarrolla no sólo desde el marco de la escuela sino desde la propia sociedad que pretende generar ese tipo de escuela. Este artículo reflexiona sobre un modelo de educación deseable, basado en una racionalidad cooperativa, con vistas a la emergencia de otro mundo posible, como alternativa al actual escenario mundial, producto de la globalización neoliberal hegemónica, basada en el individualismo, la competitividad y la mercantilización de la vida. En este sentido, basamos nuestras propuestas en los principios éticos y políticos de una educación cooperativa que promueva la inclusión de todos los seres humanos y la responsabilidad para con la naturaleza y las generaciones futuras.The fight for public school is a process that develops not only within the school but at the society that aims to generate that kind of school. This article reflects on a model of desirable education, based on a cooperative rationality, aimed at the emergence of another possible world, as an alternative to the current global scenario, which is a product of the hegemonic neoliberal globalization, based on the individualism, the competitiveness and the mercantilization of the life. In this sense, we base our proposals on the ethical and political principles of a cooperative education that promotes the inclusion of all human beings and the responsibility for nature and future generations.La lutte pour l’école publique est un processus qui se développe non seulement au sein de l’école, mais de la société qui vise à générer ce genre d’école. Cet article reflète sur un modèle d’éducation souhaitable, fondée sur une rationalité coopérative, qui vise l’émergence d’un autre monde possible, comme une alter- native à la situation mondiale actuelle, produit de la mondialisation néolibérale hégémonique, basée sur l’individualisme, la compétitivité et la marchandisation de la vie. en ce sens, nous basons nos propositions sur des principes éthiques et politiques d’une éducation coopérative qui favorise l’inclusion de tous les êtres humains et la responsabilité pour la nature et les générations futures

A PRIMEIRA TRADUÇÃO BRASILEIRA DE LA COSCIENZA DI ZENO: PROBLEMAS À LUZ DA PSICANÁLISE E DA ANALÍTICA DA TRADUÇÃO

Este artigo visa identificar um grupo importante de problemas da primeira tradução brasileira do romance La coscienza di Zeno e estudar os fatores favoráveis à ocorrência dos mesmos. Esse grupo é formado por problemas vinculados à abordagem psicanalítica empregada por Italo Svevo, os quais são identificados a partir de duas noções psicanalíticas, a compulsão à repetição do recalcado e o complexo de Édipo. Depois de identificados, os problemas são classificados segundo as tendências à deformação propostas por Antoine Berman na sua analítica da tradução, e são estudados dois fatores específicos na tradução em análise que favorecem as deformações elencadas: a edição facilitada para o leitor e a influência da interpretação que o tradutor tem do texto. Por fim, é estabelecida a importância do equilíbrio entre o grau de operação desses fatores e o de conhecimento da fortuna crítica da obra e das teorias relevantes para ela

An Efficient Orchestration Engine for the Cloud

The Cloud is evolving as a cost-effective solution to run services that support a variety of business processes. It is not surprising then that Orchestration as a Service (OaaS) is gaining importance as a means to integrate the many services a typical company runs or outsources in the Cloud. OaaS requires very efficient orchestration engines: the faster they work, the less customers have to pay and the more customers can be served. In this paper, we report on a new orchestration engine; we have performed a series of stringent experiments that prove that it outperforms a state-of-the-art orchestration engine in widespread use. Our conclusion is that our proposal is an efficient, solid orchestration engine ready for the Cloud.Ministerio de Educación y Ciencia TIN2007-64119Junta de Andalucía P07-TIC-2602Junta de Andalucía P08-TIC-4100Ministerio de Ciencia e Innovación TIN2008- 04718-EMinisterio de Ciencia e Innovación TIN2010-21744Ministerio de Economía, Industria y Competitividad TIN2010-09809-EMinisterio de Ciencia e Innovación TIN2010-10811-EMinisterio de Ciencia e Innovación TIN2010-09988-

Dental educators’ views and knowledge of competencies required within a competency framework

The aim of the study was twofold; first was to explore and describe dental educators’ views of the competencies required within the AfriMEDS core competency framework. The second was to highlight the views of the dental educators, regarding the alignment of the AfriMEDS core competencies, with the dental curriculum. A case study approach to qualitative inquiry was used. The participants were purposefully selected, and two focus group discussions were conducted. An interview protocol was used to guide the discussions. The gathered data from the discussions were transcribed verbatim, and uploaded to the Atlas ti program for data analysis. Themes were identified from the findings of the thematic analysis. Results Dental educators required some guidance and clarity on the AfriMEDS core competency framework. However, they were able to recognize the competencies related to the AfriMEDS core competency framework. Two of these competencies, evidence-based dentistry, and private practice, were highlighted as core competencies in this current study; however, in AfriMEDS, only certain aspects of this was described. The results of this current study revealed that dental educators were able to make valuable recommendations about the additional competencies requirements for dental graduates

FaMa-OVM: a Tool for the Automated Analysis of Ovms

Orthogonal Variability Model (OVM) is a modelling language for representing variability in Software Product Line Engineering. The automated analysis of OVMs is defined as the computer-aided extraction of information from such models. in this paper, we present FaMa-OVM, which is a pioneer tool for the automated analysis of OVMs. FaMa-OVM is easy to extend or integrate in other tools. It has been developed as part of the FaMa ecosystem enabling the benefits coming from other tools of that ecosystem as FaMaFW and BeTTy

A cloud-based integration platform for enterprise application integration: A Model-Driven Engineering approach

This article addresses major information systems integration problems, approaches, technologies, and tools within the context of Model-Driven Software Engineering. The Guaraná integration platform is introduced as an innovative platform amongst state-of-the-art technologies available for enterprises to design and implement integration solutions. In this article, we present its domain-specificmodeling language and its industrial cloud-based web development platform, which supports the design and implementation of integration solutions. A real-world case study is described and analyzed; then, we delve into its design and implementation, to finally disclose ten measures that empirically help estimating the amount of effort involved in the development of integration solutions