781 research outputs found
Academic "Centres", Epistemic Differences and Brain Circulation
This article investigates the factors that shape how migrant academics engage with fellow scholars within their countries of origin. We focus specifically on the mobility of Asianâborn faculty between Singapore, a fastâdeveloping education hub in Southeast Asia, and their "home" countries within the region. Based on qualitative interviews with 45 migrant academics, this article argues that while education hubs like Singapore increase the possibility of brain circulation within Asia, epistemic differences between migrant academics and home country counterparts make it difficult to establish longâterm collaboration for research. Singapore institutions also look to the West in determining how research work is assessed for tenure and promotion, encouraging Singaporeâbased academics to focus on networking with colleagues and peers based in the US and Europe rather than those based in origin countries. Such conditions undermine the positive impact of academic mobility between Singapore and surrounding countries within the region
Reassessing Chinaâs Higher Education Development: A Focus on Academic Culture
During the past three and a half decades, China has been progressing in higher education in a surprisingly dramatic manner, evidenced especially by scientific publications and sheer numbers of graduates. Such a fact has national, regional and global implications. Chinaâs higher education development and its future directions are now placed highly on the research agendas of many from various parts of the world. Unlike the general acknowledgment of Chinaâs achievements, assessment of the future development of Chinaâs higher education is wide open to question. To some, Chinese universities are on a trajectory to become âworld-classâ and Chinaâs high-fliers challenge Western supremacy. To others, Chinaâs notion of âworld-classâ status has been largely imitative. Pumping resources into universities will only lead to diminishing returns as Chinese culture and practices will act as a brake to the pursuit of academic excellence. An increasing deal of attention has been paid to where China will be located in a global higher education landscape and in what shape. Based on the authorâs long-standing professional observation and recent empirical studies, this article assesses Chinaâs higher education development, with a particular focus on the challenges brought forward by academic culture. It interrogates Chinaâs pride of the idea that Chinese universities are not willing to assume that Western models define excellence, and asks how far Chinese universities could move within their current development model.postprin
Conceptions and expectations of research collaboration in the European social sciences: Research policies, institutional contexts and the autonomy of the scientific field
This paper investigates the interactions between policy drivers and academic practice in international research collaboration. It draws on the case of the Open Research Area (ORA), a funding scheme in the social sciences across four national research agencies, seeking to boost collaboration by supporting âintegratedâ projects. The paper discusses the schemeâs governance and its place within the European policy space before turning to awarded researchersâ perceptions of its originality and impact on their projectâs emergence and development. Drawing on Bourdieuâs field theory, we analyse the schemeâs capacity to challenge researchersâ habitual collaborative practice as well as the hierarchical foundations of the social science field. We relate the discourses of researchers, located in France, Germany, the Netherlands and the United Kingdom, to such structural dimensions of the academic profession as, disciplinary cultures, institutional environments and national performance management of research careers. The paper argues that the ORA introduces novel mechanisms of power sharing and answerability in social sciences research capable of unsettling the autonomy of the scientific field. This analysis offers a new perspective on the often unquestioned superiority of the model of international collaboration induced by schemes such as ORA
Schooling for violence and peace : how does peace education differ from ânormalâ schooling?
This article reviews literature on the roles of schooling in both reproducing and actively perpetrating violence, and sets out an historical explanation of why schools are socially constructed in such a way as to make these roles possible. It then discusses notions of peace education in relation to one particular project in England before using empirical data from research on the project to examine contrasts between peace education approaches and ânormalâ schooling from the viewpoints of project workers, pupils and teachers. It concludes that such contrasts and tensions do indeed exist and that this raises serious questions about the compatibility of peace education and formal schooling
Study experiences and the post-study intentions of female international undergraduate students
The number of female international students is increasing exponentially, and whilst international study may engender many benefits and challenges, little is known about their intentions once they complete their studies. This article reviews the literature on female international students with specific focus on exploring post-study intentions. A scoping review of four electronic databases was completed. After applying criteria to determine suitability, 30 publications were included in the final review. Analysis revealed three key foci: (1) the rationale for studying internationally; (2) the study experience; and (3) post-study intentions. The literature illustrates that an international study experience has the potential to be a powerful transformative opportunity if positive experiences outweigh the negatives. The findings also indicate that the post-study intentions of female international students are under-researched. The article contends that attention should be given to supporting the needs of this group, with a view to maximizing post-study opportunities
Academic freedom in Europe: time for a Magna Charta?
This paper is a preliminary attempt to establish a working definition of academic freedom for the European Union states. The paper details why such a definition is required for the European Union and then examines some of the difficulties of defining academic freedom. By drawing upon experience of the legal difficulties beset by the concept in the USA and building on previous analyses of constitutional and legislative protection for academic freedom, and of legal regulations concerning institutional governance and academic tenure, a working definition of academic freedom is then derived. The resultant definition which, it is suggested, could form the basis for a European Magna Charta Libertatis Academicae, goes beyond traditional discussions of academic freedom by specifying not only the rights inherent in the concept but also its accompanying duties, necessary limitations and safeguards. The paper concludes with proposals for how the definition might be tested and carried forward
Echoes of time. The mobility of Brazilian researchers and students in Portugal
A investigação que apresentamos, de caråter exploratório, recaiu sobre histórias
biogråficas de brasileiros que escolhem Portugal para prosseguir formação e
ou investigação. Procura-se encontrar na sua experiĂȘncia elos de ligação explicativos
sobre as motivaçÔes e os processos que os trazem para Portugal, assim como
as expetativas e os projetos que comportam para os seus futuros e que incluem,
ou nĂŁo, este paĂs. Temos em conta, especialmente, a forma como essa narrativa
transporta sentidos identitĂĄrios decorrentes das formas de relacionamento intercultural
e polĂtico entre Portugal e Brasil e formas de cooperação implĂcitas, assim
como mapas representacionais acerca dos lugares de eleição para desenvolvimento
de carreiras cientĂficas e acadĂ©micas. A nossa pesquisa incide sobre as informaçÔes
recolhidas através de um inquérito por questionårio e entrevistas realizadas
junto de estudantes e bolseiros brasileiros em Portugal.We present an exploratory study that investigated biographical stories of
Brazilians who choose to continue their education or develop research in Portugal.
We sought to find in their experiences explanatory links connecting the
motivations and processes that bring them to Portugal, as well as the expectations
and projects that they hold for the future, which may include, or not, this country.
We take into account, particularly, the way this narrative carries senses of identity
arising from the forms of intercultural and political relationship between Portugal
and Brazil, as well as implicit forms of cooperation and representations about the
places chosen for the development of scientific and academic careers. Our research
draws on information collected through a survey based on questionnaires and
interviews with Brazilian students and scholarship holders in Portugal.(undefined
Influence of the balanced scorecard on the science and innovation performance of Latin American universities
This is an Accepted Manuscript of an article published by Taylor & Francis in Knowledge Management Research & Practice on 2019, available online: http://www.tandfonline.com/10.1080/14778238.2019.1569488[EN] Pressure on the education system to meet society's needs has led some universities to adopt organisational performance measurement systems as strategic control tools. One of the most commonly used systems in business is the balanced scorecard (BSC). For Latin American universities, the urgent task of increasing the quantity and quality of research and innovation has led these universities to update their essential processes. A suitable control system is necessary to ensure the effectiveness of these new policies. Based on strategic management theory, this study focuses on the implementation of a BSC method in Latin American public universities. The aim of this study is to determine the influence of BSC implementation on universities? research and innovation performance. The results reveal similar patterns of indicators to measure performance in public universities. Furthermore, these indicators develop favourably following implementation of the BSC.Peris-Ortiz, M.; GarcĂa-Hurtado, D.; Devece Carañana, CA. (2019). Influence of the balanced scorecard on the science and innovation performance of Latin American universities. Knowledge Management Research & Practice. 17(4):373-383. https://doi.org/10.1080/14778238.2019.1569488S373383174Agostino, D., & Arnaboldi, M. (2012). Design issues in Balanced Scorecards: The «what» and «how» of control. European Management Journal, 30(4), 327-339. doi:10.1016/j.emj.2012.02.001Al-Ashaab, A., Flores, M., Doultsinou, A., & Magyar, A. (2011). A balanced scorecard for measuring the impact of industryâuniversity collaboration. Production Planning & Control, 22(5-6), 554-570. doi:10.1080/09537287.2010.536626Ankrah, S., & AL-Tabbaa, O. (2015). Universitiesâindustry collaboration: A systematic review. Scandinavian Journal of Management, 31(3), 387-408. doi:10.1016/j.scaman.2015.02.003Broadbent, J., & Laughlin, R. (2009). Performance management systems: A conceptual model. Management Accounting Research, 20(4), 283-295. doi:10.1016/j.mar.2009.07.004Chen, S., Yang, C., & Shiau, J. (2006). The application of balanced scorecard in the performance evaluation of higher education. The TQM Magazine, 18(2), 190-205. doi:10.1108/09544780610647892Ferreira, A., & Otley, D. (2009). The design and use of performance management systems: An extended framework for analysis. Management Accounting Research, 20(4), 263-282. doi:10.1016/j.mar.2009.07.003Franceschini, F., & Turina, E. (2011). Quality improvement and redesign of performance measurement systems: an application to the academic field. Quality & Quantity, 47(1), 465-483. doi:10.1007/s11135-011-9530-1Gibbert, M., Ruigrok, W., & Wicki, B. (2008). What passes as a rigorous case study? Strategic Management Journal, 29(13), 1465-1474. doi:10.1002/smj.722Ittner, C. D., Larcker, D. F., & Randall, T. (2003). Performance implications of strategic performance measurement in financial services firms. Accounting, Organizations and Society, 28(7-8), 715-741. doi:10.1016/s0361-3682(03)00033-3Kaplan, R. S., & Norton, D. P. (2001). Transforming the Balanced Scorecard from Performance Measurement to Strategic Management: Part II. Accounting Horizons, 15(2), 147-160. doi:10.2308/acch.2001.15.2.147Khalid, S., Knouzi, N., Tanane, O., & Talbi, M. (2014). Balanced Scoreboard, the Performance Tool in Higher Education: Establishment of Performance Indicators. Procedia - Social and Behavioral Sciences, 116, 4552-4558. doi:10.1016/j.sbspro.2014.01.984Kraus, K., & Lind, J. (2010). The impact of the corporate balanced scorecard on corporate controlâA research note. Management Accounting Research, 21(4), 265-277. doi:10.1016/j.mar.2010.08.001Langfield-Smith, K. (1997). 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Measuring Business Excellence, 9(4), 46-54. doi:10.1108/13683040510634835Villarreal Larrinaga, O., & Landeta RodrĂguez, J. (2010). EL ESTUDIO DE CASOS COMO METODOLOGĂA DE INVESTIGACIĂN CIENTĂFICA EN DIRECCIĂN Y ECONOMĂA DE LA EMPRESA. UNA APLICACIĂN A LA INTERNACIONALIZACIĂN. Investigaciones Europeas de DirecciĂłn y EconomĂa de la Empresa, 16(3), 31-52. doi:10.1016/s1135-2523(12)60033-1Wiersma, E. (2009). For which purposes do managers use Balanced Scorecards? Management Accounting Research, 20(4), 239-251. doi:10.1016/j.mar.2009.06.00
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