Academic careers

Political, economic, and technological changes have made academic careers more challenging. This theoretical essay aims to critically analyze the issue of dignity in academic careers in Brazil, which, until recently, enjoyed great social prestige, especially in higher education. It seeks to identify factors contributing to career decline, accompanied by physical and mental suffering. It also examines the relationship between working conditions, dignity, and researchers' health, including the impact of these dynamics on academic trajectories. In conclusion, the academic career is a construction process that requires ongoing effort to reaffirm its social role in an increasingly technological, economic, political, and ethical landscape. It demands a courageous stance in firmly defending the right to practice a profession with dignity, one that insists on becoming visible in a culture that seeks to render educators and promoters of science invisible. The work of academics produces qualified knowledge and forms critical individuals who transform society.

La CID 50 fait partie des commissions interdisciplinaires du Comité national de la recherche scientifique (CoNRS). Son rôle est transdisciplinaire : elle travaille en coordination avec la DGDS et en relation avec l’ensemble des instituts du CNRS. Elle évalue les chercheuses et chercheurs dont une part significative de l’activité est consacrée à la « gestion de la recherche ». Le présent rapport de conjoncture atteste de la diversité et de l’importance des activités couvertes par ce vocable et vise à mettre en évidence les évolutions de ces activités au sein d’un écosystème de la gestion de la recherche en mutation et à proposer des améliorations dans leur accompagnement.

This chapter reflects on navigating academic career pressures while pursuing diverse research interests, using an analytic autoethnography of my PhD journey. It explores the tension between fitting into a narrowly defined academic niche and maintaining intellectual curiosity across multiple topics. I show how creating a coherent “academic façade” can satisfy institutional expectations while enabling exploration of unconventional research paths. Through personal narratives, I highlight strategies for junior scholars: starting with empirical phenomena, allowing themes to emerge, crafting concise narratives, and leveraging façades to maintain flexibility. This reflection encourages critical engagement with academia’s productivity norms and promotes more inclusive understandings of scholarly trajectories.

In 13th-century Latin culture, optics emerged as a pivotal science, extending its influence beyond the scientific domain to profoundly shape the imagery of the time. Under its purview, this knowledge delved into questions of (in-)visibility, the interplay of luminosity and darkness, and the perception of oneself and objects within space. The physical and geometrical implications of these inquiries proved relevant even in exploring the spiritual realm and human inwardness, including the conceptualisation of humility. Indeed, many questions arise around this paradoxical virtue, which dwells in shadows and depths yet is exalted. What is the positioning of the humble soul in the spiritual cosmos? What image does it project? How does self-effacement coexist with radiance? This contribution examines texts from the late Middle Ages (sermons, literary works, etc.), where optical and geometrical theories, concepts, and images are employed to investigate and represent the features of humility.

Panel organized by Silvia Negri: Humility on the Surface: Managing Visibility in the Late Middle Ages
1) Francesca Galli
A Deep Virtue and its Place in the Sun. Charting Humility through Medieval
Geometry and Optics
2) Katharine Stahlbuhk
Material and Colour in the Visualization of Humility
3) Hanna Hirt
Displaying Humility in Late Medieval Burials
4) Roberto Leggero
Humility and Triumph: The Woman Possessed by the Devil and the Devil
Possessed by God

Diese Publikation ist die überarbeitete und stark gekürzte Fassung einer Master-Arbeit in Politikwissenschaft an der Universität Zürich. Teile der zugrunde liegenden Daten wurden im Rahmen eines vom Kompetenzzentrum für Mehrsprachigkeit der Universität und Pädagogischen Hochschule Freiburg i.Ü. finanzierten Forschungsprojekts erhoben, welches der Autor am Zentrum für Demokratie Aarau (ZDA) durchgeführt hat (vgl. Coray et al. 2015). Der Autor bedankt sich herzlich bei Referent Daniel Kübler, der mit seiner ansteckenden Begeisterung immer wieder für Fragen der Politikwissenschaft motivieren konnte. Ein besonderer Dank gebührt Heinrich Zwicky, dem Vater des Autors, für die intensiven fachlichen Diskussionen und die konstruktiven Hinweise, die eine neuartige Perspektive in die Arbeit eingebracht haben. Der Autor bedankt sich zudem bei seinem Bruder Pascal für die kritische Schlusslektüre diverser Arbeiten. Ein grosses herzliches Dankeschön für die vielfältige und liebevolle Unterstützung während der ganzen Studienzeit und darüber hinaus gebührt zudem der Muttter Iwona und der Freundin Maja Ivakovic.

This study examines the metaphors relating to the attitudes of students of the art painting education department towards post-graduate education and the concept of the "academician". A total of 81 students participated in the study who continues their education at a university in the Western Mediterranean Region of Turkey in the 2017-18 academic year. Of the students in the study group, 48 were female and 22 were male. This research refers to the mixed research design that combines both quantitative and qualitative data. In the collection of the data, the students were first asked to fill in the blanks in the sentence "An academician is like..., because...", for the purpose of identifying their metaphors towards the concept of "academician". Then, the attitude toward Postgraduate Education Scale, which was developed by Konokman and Alıcı [8] was used. The acquired metaphors were analyzed in a content analysis that is a qualitative data analysis, and the responses provided to the attitude scale were analyzed with the t-test and one-way analysis of variance, which are inferential statistics. As a result of the study, 46 metaphors were acquired for the concept of "academician", and these metaphors were gathered in 5 categories. These categories were named "guide", "information goldmine", "impressive", "fair", and "innovative". Considering the attitude toward Postgraduate Education Scale, it was determined that there was no significant difference (.35>p) between the genders of the students. A highly significant difference was found (.00<p) between the attitude of post-graduate education and the status of wanting to pursue post-graduate education.

Many governments have placed priority on excellence in higher education as part of their policy agendas. Processes for recruitment and career advancement in universities thus have a critical role. The efficiency of faculty selection processes can be evaluated by comparing the subsequent performance of competition winners against that of the losers and the pre-existing staff of equal academic rank. Our study presents an empirical analysis concerning the recruitment procedures for associate professors in the Italian university system. The results of a bibliometric analysis of the hard science areas reveal that new associate professors are on average more productive than the incumbents. However a number of crucial concerns emerge, in particular concerning occurrence of non-winner candidates that are more productive than the winners over the subsequent triennium, and cases of winners that are completely unproductive. Beyond the implications for the Italian case, the analysis offers considerations for all decisionmakers regarding the ex post evaluation of the efficiency of the recruitment process and the desirability of providing selection committees with bibliometric indicators in support of evaluation (i.e. informed peer review).

This chapter analyses the mobility of academic biomedical researchers in the US and the UK. Both countries are at the forefront of research in biomedicine, and able to attract promising researchers from other countries as well as fostering mobility between the US and the UK. Using a database of 292 UK based academics and 327 US based academics covering the period 1956 to 2012, the descriptive analysis shows a high level of international mobility at education level (BA, PhD and Postdoc) with small, but significant transatlantic exchanges, and shows high levels of cross-border mobility amongst senior academics based in the UK. There is a high level of career mobility with 50% of the sample having changed jobs at least once, and 40% having moved within academia. There is no significant difference in job-job mobility between the two countries although there are some interesting institutional differences concerning international and cross-sector mobility. The empirical analysis focuses on the importance of postdoctoral training in the US and the UK. The results indicate that working in the US is correlated to higher researcher performance in terms of both publication numbers and impact/quality adjusted publications (in top journals and average impact). The publications of researchers with postdoctoral experience are generally of a higher average impact. This applies especially to postdoc experience at top-quality US institutions although a postdoc at a UK top institution is associated with higher top journal publications and higher average impact. In relation to the UK sample, we find that a US postdoc (especially in a top institution) is correlated to subsequent performance in the UK academic market. Finally, we see that US postdocs that stay in the US publish more and publications with higher impact/quality than those that move to the UK; however, these effects are stronger for those who studied for their PhD degree outside the US. Therefore, we find some evidence that the US is able to retain high performing incoming PhD graduates.

This chapter analyses the mobility of academic biomedical researchers in the US and the UK. Both countries are at the forefront of research in biomedicine, and able to attract promising researchers from other countries as well as fostering mobility between the US and the UK. Using a database of 292 UK based academics and 327 US based academics covering the period 1956 to 2012, the descriptive analysis shows a high level of international mobility at education level (BA, PhD and Postdoc) with small, but significant transatlantic exchanges, and shows high levels of cross-border mobility amongst senior academics based in the UK. There is a high level of career mobility with 50% of the sample having changed jobs at least once, and 40% having moved within academia. There is no significant difference in job-job mobility between the two countries although there are some interesting institutional differences concerning international and cross-sector mobility. The empirical analysis focuses on the importance of postdoctoral training in the US and the UK. The results indicate that working in the US is correlated to higher researcher performance in terms of both publication numbers and impact/quality adjusted publications (in top journals and average impact). The publications of researchers with postdoctoral experience are generally of a higher average impact. This applies especially to postdoc experience at top-quality US institutions although a postdoc at a UK top institution is associated with higher top journal publications and higher average impact. In relation to the UK sample, we find that a US postdoc (especially in a top institution) is correlated to subsequent performance in the UK academic market. Finally, we see that US postdocs that stay in the US publish more and publications with higher impact/quality than those that move to the UK; however, these effects are stronger for those who studied for their PhD degree outside the US. Therefore, we find some evidence that the US is able to retain high performing incoming PhD graduates.

The existence of hierarchies based on reputation in modern science is indisputable. A set of common scientific journals is often assumed to be instrumental in the formation of these hierarchies. However, the character of the hierarchies, how monolithic/ pluralistic they are, and the functions of this differentiation have been discussed and caused controversy. The article brings together results from a survey of 788 Danish researchers, mainly from the social sciences, concerning their assessments of the most influential researchers and most important journals. The rankings indicate a rather pluralistic picture and only a moderate degree of consensus among researchers. Comparisons with (the few) other surveys and with citation data do not suggest this to be a peculiarity of Danish social scientists, however.

This study investigates the extent to which PhD academics in Turkish economics departments receive their academic degrees and job titles from the department where they work. This phenomenon, which is called Academic Inbreeding, is examined over 136 economics departments and 1354 PhD academics employed in these departments, taking into account the different degrees of inbreeding. If all economics departments in Turkey are considered, the ratio of inbreeding is 30%, 43% if the departments granting PhDs are considered, and 49% if the departments employing at least one PhD graduate are considered. The traditional inbreeding measure based on the ratio of self-doctorates forms the basic structure of the study. In addition, Strong Inbreeding, which takes into account pre-doctoral academic degrees from the department of study, and Very Strong Inbreeding, which takes into account job titles from the department of study as well, were also developed.

A case study of Max Weber’s life and work illuminates a number of key themes of contemporary resilience studies. These themes include mental illness, professional failure, bouncing back, and even bouncing forward toward producing classic scholarship of Western social science. Based on Weber’s academic publications, personal documents, and the ever-expanding body of Max Weber scholarship, this case study traces his extraordinary personal trajectory from a deceptively promising start of his academic career to a mental breakdown caused by crippling personal dilemmas, a tortured recovery followed by a period when his sociological imagination flourished impressively. The path of Max Weber does not appear to be one of perseverance despite failure, but rather one of converting failures into opportunities for open-ended intellectual exploration free from conformity. By developing Weber’s narrative, the chapter challenges heroic views of resilience and instead proposes a perspective that accepts vulnerability and failure as constitutive of fulfilling lives. By tracing Weber's academic creativity along with his tortuous life trajectory, this case study offers students a pertinent “role model” for building resilience in pursuit of knowledge.

"[A experiência nos Estados Unidos] permitiu-me enriquecer como investigador e como pessoa. E enriqueceu em termos quantitativos a minha carreira. Não seria tão produtivo se tivesse ficado em Portugal, mas o mais importante para mim foi o facto de essa mobilidade me ter aberto horizontes e, assim, não ficar fechado sobre o próprio umbigo. Para mim, é isso que mata a própria investigação. Em termos das condições materiais, foi melhor no estrangeiro do que teria sido aqui, provavelmente. Principalmente nos EUA. Há uma grande diferença entre os EUA e a Europa nesse aspecto. Com os projectos europeus, vamos tentando igualar as coisas, mas há uma grande diferença, em termos materiais. Mas isso não é o mais importante. Há também uma diferença na qualidade dos investigadores com quem se trabalha, mas aqui [Europa] também há bons investigadores. O aspecto principal é mesmo em termos de cultura investigacional (investigador português, área da Engenharia) ". Os modelos de produção, organização e uso do conhecimento têm sido objecto de enormes mudanças nos anos mais recentes, fruto de novas concepções e usos do conhecimento, no espaço e no tempo globalizados (Magalhães e Rodrigues, 2000: 14-15). No seio das organizações que lidam com a produção e a disseminação do conhecimento, essas alterações são extremamente significativas, em particular no contexto dos países pequenos e periféricos, com dificuldade de afirmação no espaço internacionalizado. Um dos sectores onde têm sido visíveis reconfigurações na carreira e nas identidades profissionais provocadas por essa internacionalização dos mercados do conhecimento envolve os cientistas e os investigadores, cujas trajectórias se definem, cada vez mais, em percursos móveis e transnacionais. Tal como a literatura sobre as migrações qualificadas tem vindo a propor, confrontando paradigmas interpretativos de tendência neoliberal e crítica, os movimentos dos cientistas e dos investigadores, individualmente considerados, são inscritos em processos globais por onde circulam diversos outros tipos de capital. De certo modo, as trajectórias individuais, se bem que constituam a unidade de análise base para o entendimento dos movimentos de recursos humanos em ciência e tecnologia,

As a common trend in neoliberal higher education systems, the New Zealand government recently announced that it would remove the social sciences and humanities from the Marsden Fund in 2025 to support STEM (science, technology, engineering and mathematics) more in order to rebuild the economy. The decision has sparked a range of reactions from various sectors, which generally ask that the government reconsider its decision. I draw from the public reactions and interviews with 26 academics and senior academic research administrators to argue that the impact of government funding cuts for humanities and social sciences on society may be huge if the New Zealand government does not reconsider its decision. The STEM subjects are undoubtedly crucial for the economic growth of a country. However, measuring success by mainly economic contributions may be disastrous because there is much more to success than just attaining economic targets. The humanities and social sciences also contribute to the knowledge economy by teaching society about democracy, philosophy of science, ethics and values that allow peaceful coexistence and make a country prosperous. Therefore, investment in one should not lead to the neglect of the other.

Este trabajo presta atención a los aspectos institucionales del Centro para el Desarrollo Tecnológico Industrial (CDTI), la principal entidad que gestiona las ayudas para la I+D+I en el ámbito privado en España en un entorno de cambio tecnológico y económico en el que cobran fuerza las políticas de innovación más ambiciosas y sostenibles. El trabajo aplica el análisis institucional de Portes (2006) and Portes and Smith (2010) y se basa en información secundaria y en entrevistas semi-estructuradas a diferentes empleados y exempleados de la entidad a distintos niveles (alta dirección, directivos de nivel medio y personal técnico) y otros agentes relevantes. El texto repasa la historia del CDTI, la situación actual, las dinámicas de funcionamiento, los condicionantes internos, como la meritocracia, y condicionantes externos, como la proactividad, y sus resultados. Con relativa autonomía organizativa y financiera, que le permite operar con eficiencia al contar con una burocracia limitada. Su sistema de selección basado en la meritocracia y la transparencia fortalece su credibilidad y protege sus procesos de intereses particulares. Sin embargo, enfrenta riesgos de fraude por parte de las empresas solicitantes, aunque estos se reducen mediante rigurosos controles técnicos y financieros. A pesar de su proactividad y liderazgo, el crecimiento del CDTI se ve restringido por la escasez de recursos humanos y la limitada interacción con agentes externos. El impacto del CDTI en el desarrollo tecnológico e industrial es significativo, pero se sugiere una mayor diversidad en su Consejo de Administración y una autonomía estratégica más amplia para mejorar la efectividad de sus políticas de apoyo a la I+D+I.

Theological institutions can be powerful catalysts in promoting gender equity, diversity and inclusion, not only in the context of theological education (TE) but also for the denominations and churches associated with them. By valuing and showcasing women's voices and ideas, by practising and modelling norms of gender equity, institutions pave the way for a more equitable and balanced African theology and African church, representing both male and female voices. This makes gender equity and diversity at theological institutions crucial to the pursuit of excellence in TE. Over the past three decades, women's access to and participation in TE in Africa has noticeably increased. However, there is still a long way to go to reach true equity at the faculty and leadership levels. Hence this chapter discusses responses from a survey on gender equity in TE in Africa conducted in September 2023. The survey shows male-favoured hiring processes at theological institutions resulting in "more of the same" and little change. It also shows a 20/80 percent split in favour of men at theological institutions, which makes it difficult for women to fit in and find good ways of communicating and leading. The household was found to be the primary area for negotiating career development for female faculty with children. Adverse theological views regarding women in leadership and teaching were most visible during devotions and chapel times, where preaching became the final deciding measure.

Primeiramente sou grato a Deus por possibilitar a convivência com familiares e amigos que sempre me incentivaram a continuar estudando e enfrentar os desafios. Aos meus pais e irmãos que são minha fonte de inspiração. À minha noiva Luciana por estar sempre ao meu lado, contribuindo também nas constantes revisões desta dissertação. À minha orientadora, Prof.ª Drª. Maria Rosa Chitolina Schetinger pela disponibilidade, aprendizado e dedicação a esta dissertação. À Marta Elias e à professora Sandra Cunha por terem sido pessoas fundamentais para que eu iniciasse essa jornada. Assim como à Zena Martins e ao João Tibúrcio pela paciência e incentivo na produção de artigos científicos. Ao coordenador do Programa de Pós-Graduação em Educação em Ciências -Química da Vida e Saúde da UFRGS, Prof. Dr. Diogo Onofre Gomes de Souza, pelo seu esforço e dedicação a esse programa. Também agradeço aos técnicos das instituições parceiras e professores da UFRGS, UFSM e FURG que ministraram disciplinas durante o período letivo. Ao presidente da Capes, Prof. Dr. Jorge Almeida Guimarães, por seu incentivo à realização da pós-graduação aos servidores da Capes. Aos amigos da Capes que me ajudaram e aos premiados que participaram do questionário apresentado nesta dissertação. v As premiações e honrarias a cientistas fazem parte da dinâmica de funcionamento da atividade científica desde o século XVII. O sistema de recompensas da ciência reforça essa prática baseada na motivação dos cientistas em busca de reconhecimento. No entanto, a lógica desse sistema a partir da estratificação dos cientistas e suas contribuições faz com que haja uma distribuição desigual dos créditos aos pesquisadores, favorecendo os pesquisadores com maior reconhecimento. Os estudos bibliométricos revelam tendências e normas de atuação desse sistema a cientistas ganhadores de grandes prêmios internacionais como Prêmio Nobel e Medalha Fields. Diante desse arcabouço teórico, cabe analisar de que maneira o sistema de recompensas afeta jovens cientistas no início da carreira e quais as consequências destes para a carreira científica e profissional. O estudo tem como objeto os doutores premiados, em âmbito nacional, com o Prêmio Capes de Tese, outorgado pela agência de fomento Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) que desde 2006, premia anualmente as melhores teses de doutorado em 48 áreas de conhecimento, com bolsas de pós-doutorado em instituições de excelência no país e no exterior. A partir dos resultados foi possível verificar que o tema da tese premiada permanece atual, e que mesmo os contemplados que não utilizaram as bolsas de pós-doutorado se beneficiaram dos efeitos do reconhecimento do prêmio na comunidade científica.

מחקר ראשון מסוגו זה בוחן את תהליכי הקליטה והקידום האקדמיים של חברי הסגל במשרות תקניות במוסדות להשכלה גבוהה בישראל, בהתייחסות רב־צירית (מגדר, לאום, אתניות וההצטלבויות ביניהם), באמצעות כריית תהליכים. במסגרת המחקר נערכה בחינה אמפירית של מסלולי הקליטה והקידום המבוססת על ניתוח קורות חיים אקדמיים של מדגם מקרב 371 חברי סגל במינוי בשני מוסדות אקדמיים. במחקר בוצעה בנייה של מודל מתמטי (מידול) על ידי זיהוי נקודות קריטיות בתהליכי הקליטה והקידום של הסגל ושימוש במפות תהליך לזיהוי תהליכים סטנדרטיים ויוצאי דופן כאחד.
ממצאי המחקר מלמדים על כך שאי־השוויון בהשכלה הגבוהה אינו רק מגדרי, אתני או לאומי, אלא הוא אתנו־מגדרי ולאומי־מגדרי: נמצא במדגם כי לגברים אשכנזים יש יתרון בשלב הכניסה (מבחינה מספרית ומבחינת דרגת קליטה) וגם קידומם מהיר יותר בהשוואה לשאר הקטגוריות. שתי הקטגוריות הבאות שלהן יש יתרון, גם אם קטן יותר, הן נשים אשכנזיות וגברים מזרחים. ממצאי המחקר מלמדים שהקטגוריות שנמצאות בתת־ייצוג חריף הן של נשים מזרחיות, נשים ערביות וגברים ערבים. עוד ניתן ללמוד שגברים ערבים ונשים מזרחיות לא רק סובלים מתת־ייצוג קיצוני בסגל האקדמי, אלא גם שמשך הזמן הממוצע לקידומם בשלבים השונים אורך פי שלושה יותר מזה של חברי סגל (גברים ונשים) בקטגוריות אחרות.
תרומת המחקר הנוכחי היא בשלושה מישורים: ראשית, מבחינה תאורטית המחקר מחדש בכך שהוא מאמץ את גישת הניתוח הרב־צירי (Intersectionality approach) לחקר המגוון בסגל האקדמי במינוי במערכת ההשכלה הגבוהה. שנית, מבחינה מתודולוגית זהו השימוש הראשון בעולם, ככל שידוע לנו, בטכנולוגיה של כריית תהליכים על מנת למפות תהליכים ארגוניים באקדמיה ולאתר נקודות חסם ספציפיות עבור קטגוריות חברתיות שונות. שלישית, בהיבט השפעה על מדיניות ממצאי המחקר מסייעים בחשיפת אי־השוויון בסגל האקדמי בפני קובעי המדיניות במועצה להשכלה גבוהה. המתודולוגיה שפותחה במחקר הנוכחי יכולה לשמש את קובעי המדיניות ככלי רגולטורי לבחינת מידת גיוון הסגל האקדמי במוסדות השונים ובניית תוכניות מדיניות ותמרוץ בהתאם ליעדים.

The decrease in public funding and the subsequent increase in temporary employment in academia are often viewed as crisis symptoms. While the crisis rhetoric may be premature, the turn towards hyper-competitive qualification systems that generate unfixed career advancement models may indeed mark a break from the tenureoriented career structure. Drawing on a pilot online survey conducted with over 300 academics within the European Research Area (ERA), this study reveals a potentially radical transformation of the academic career paradigm from a tenure-oriented path towards an increasingly episodic, nomadic, and unsystematic drift, defined here as 'random-track'.

Universities play an important role in the production of knowledge in the United States, authoring nearly 75 percent (fractional counts) of scientifi c and engineering articles written in the country. 1 Within the university, research is often performed with the assistance of graduate students, postdoctoral scholars (postdocs), and staff scientists, many of whom are foreign-born and foreign-educated. Currently, for example, over 45 percent of graduate students enrolled in science and engineering (S&E) are foreignborn and approximately 60 percent of postdocs are on temporary visas. This chapter documents the presence and importance of graduate students and postdocs in US academic science. We are particularly interested in the role of the foreign-born and foreign-trained. We begin by examining the importance of teams in university research and then provide an overview of the way in which university research is fi nanced and structured. Next we summarize trends in the number and proportion of foreign-born graduate

Se cuestiona el papel que han jugado los académicos de las universidades mexicanas en las transformaciones de la educación superior en la década de los noventa. Esbozado el contexto general de cambio y su importancia, se propone eludir la falsa dicotomía entre restaurar el pasado o instaurar, sin mediación reflexiva, un futuro esquemático. Se propone considerar al actual cuerpo académico nacional conformado por varias generaciones de académicos. Se establecen tres fases en cuanto a la modulación de las actividades académicas en las últimas décadas del siglo XX, y se consideran los cambios en el nivel de la educación superior preguntando si los académicos han sido, tanto en los referentes que regulan su actividad como en las modificaciones a los procesos y estructuras universitarias, actores, sujetos, espectadores o rehenes. El ensayo termina proponiendo una agenda general de investigación para este campo de los estudios universitarios, y enfatiza dos problemas: caracterizar con mayor detalle el tipo y profundidad de los cambios, y la constitución del académico como un actor central en la vida institucional.

Se cuestiona el papel que han jugado los académicos de las universidades mexicanas en las transformaciones de la educación superior en la década de los noventa. Esbozado el contexto general de cambio y su importancia, se propone eludir la falsa dicotomía entre restaurar el pasado o instaurar, sin mediación reflexiva, un futuro esquemático. Se propone considerar al actual cuerpo académico nacional conformado por varias generaciones de académicos. Se establecen tres fases en cuanto a la modulación de las actividades académicas en las últimas décadas del siglo XX, y se consideran los cambios en el nivel de la educación superior preguntando si los académicos han sido, tanto en los referentes que regulan su actividad como en las modificaciones a los procesos y estructuras universitarias, actores, sujetos, espectadores o rehenes. El ensayo termina proponiendo una agenda general de investigación para este campo de los estudios universitarios, y enfatiza dos problemas: caracterizar con mayor detalle el tipo y profundidad de los cambios, y la constitución del académico como un actor central en la vida institucional.

20 países, The changing academic profession (CAP). Explora las formas específicas en las que este proceso de transformación del oficio académico ha ocurrido en México. La comparación entre los rasgos de esta actividad profesional -centrada en la academia en las instituciones de educación superior, al inicio de los años 90 del siglo XX y con las características que ahora presenta-arroja luz, preguntas y conjeturas ante un cambio notable, así como líneas de continuidad que es preciso reconocer y explicar. La reconfiguración de la profesión académica en México ha ocurrido en el contexto de una agenda de políticas públicas hacia la educación superior y el personal académico. Dicha cuestión se aborda para ubicar su análisis en el contexto de un nuevo marco de regulación de la vida académica. Se ubica este nuevo esfuerzo en la serie de trabajos de investigación que se han llevado a cabo en el país a lo largo de 20 años, y muestra evidencia de la reconfiguración de la profesión académica en cuatro dimensiones: género; edad de ingreso al trabajo; composición de la planta según grado académico; nivel de escolaridad de las familias de origen y las que los y las académicas hoy conforman. A su vez, explora las variaciones ocurridas en 15 años de operación de las nuevas políticas en distintos tipos de instituciones, dado que en todo el mundo la academia está conformada por pequeños y diversos submundos. El artículo culmina con una reflexión general sobre estos cambios.

Se cuestiona el papel que han jugado los académicos de las universidades mexicanas en las transformaciones de la educación superior en la década de los noventa. Esbozado el contexto general de cambio y su importancia, se propone eludir la falsa dicotomía entre restaurar el pasado o instaurar, sin mediación reflexiva, un futuro esquemático. Se propone considerar al actual cuerpo académico nacional conformado por varias generaciones de académicos. Se establecen tres fases en cuanto a la modulación de las actividades académicas en las últimas décadas del siglo XX, y se consideran los cambios en el nivel de la educación superior preguntando si los académicos han sido, tanto en los referentes que regulan su actividad como en las modificaciones a los procesos y estructuras universitarias, actores, sujetos, espectadores o rehenes. El ensayo termina proponiendo una agenda general de investigación para este campo de los estudios universitarios, y enfatiza dos problemas: caracterizar con mayor detalle el tipo y profundidad de los cambios, y la constitución del académico como un actor central en la vida institucional.

Resumen Este trabajo forma parte de la investigación internacional que estudia la reconfiguración de la profesión académica en más de 20 países, The changing academic profession (CAP). Explora las formas específicas en las que este proceso de ...

Any opinions expressed here are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post World Net. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.

The integration of technology in education, particularly through the combination of adaptive learning and Artificial Intelligence (AI), has significantly transformed teaching and learning methodologies. This paper addresses the challenges associated with manually planning study paths and modules at universities, including the ordering of relationships between modules across various disciplines. It considers the prerequisites and competencies required for each module and highlights several limitations, such as the extensive time and resources required, subjectivity in decision-making, and the complexities introduced by the LMD system. To address these challenges, a decision support system utilizing genetic algorithms is proposed to increase the efficiency and objectivity of academic career planning. The system analyzes a dataset that includes information on study units, modules, competencies, and learning objectives. Genetic algorithms, which incorporate mutation, crossover, and selection processes, are used to generate coherent and suitable study paths. The system was tested using data from the Faculty of Science and Technology at Tangier, demonstrating its capacity to adapt existing academic pathways and propose enhanced alternatives with improved consistency. The results indicate the potential of the system to enhance the quality of academic career planning within the modular educational framework.

The scarcity of full-time clinical faculty members in dental schools across the country is a major crisis confronting dentistry. Dental schools are experiencing critical faculty shortages and are struggling to maintain appropriate faculty to student ratios. The adage of "doing more with less" applies, in many ways, to dental schools and their mission of educating future dentists. Solutions to the problem have included plans to recruit, develop, and mentor faculty members. However, progress has been slow. Dental schools have created incentive programs to help with faculty shortages and develop future educators in dentistry. This requires commitment and resources and will take years before these efforts and their impact can be assessed. Creative solutions need to be developed both nationally and locally to reverse the trend more rapidly.

Over the past twenty years, higher education has experienced greatly increased doctoral enrolments and corresponding changes in career destinations. Until recently, most graduates could expect to secure academic positions, but this career path is no longer assured or necessarily desired. For example, in the UK, only 14% of PhD students now secure an academic post, and only 19% of UK PhD holders were in higher education research roles three years after graduating. The increasing proportion and diversity of people holding a doctorate is leading to a transformation in how governments, employers, and degree holders themselves consider career possibilities for doctoral graduates. This change in the doctoral demographic and concomitant employment possibilities has precipitated a focus on the development of generic (transferable) skills in addition to the PhD research content itself. Consequently, a range of researcher development programmes has been established, notably national initiativ...

Academics' career trajectories follow diverse paths, and understanding them is challenging. Animal metaphors, notably the contrast between hedgehogs and foxes, have helped to distinguish patterns but need reappraisal as universities change. Reflecting on prominent sociologists' careers, the argument is developed that academic trajectories differ according to whether work is blue skies or applied, and how it relates to innovation and consolidation. Four types of academic animals are identified: bears, beavers, jackdaws and eagles. Ann Oakley's career is used to illustrate how individuals' trajectories may move between these. For researchers anticipating how their academic futures may unfold, role models framed in these terms offer alternative scenarios.

At the end of the present academic year, the department will bid farewell to two of our faculty members who will be retiring from the university: Professor Moisés Orfali and Professor Meir Bar-Ilan. Prof. Orfali is an expert on Spanish Jewry, a corresponding member of the Spanish Royal Academy of History, has served as dean of the faculty of Jewish Studies at Bar-Ilan and has researched Judeo-Christian relations. Prof. Bar-Ilan is an expert on the history of the Second Temple Period and the time of the Mishnah and Talmud, and has also studied the customs of Jewish communities through the ages, published an edition of "The Words of Gad the Seer" from a manuscript that was found in India, written on rabbinic literature, numerology and various other fields. On January 16, 2020, the department will hold a conference in his honor, in which sixteen scholars, some of them former students of Prof. Bar-Ilan, will deliver papers. A conference in honor of Prof. Orfali will be held on March 17-18. We interviewed Prof. Bar-Ilan about his career.

Cet article traite des conditions de production de la recherche dans le cadre des thèses en sciences humaines et sociales financées par Cifre (Convention industrielle de formation par la recherche). Il s'appuie sur les résultats d'une enquête par questionnaire menée en 2020 auprès de près de 400 doctorant•es et docteur•es Cifre. On montre que les trajectoires de ces chercheurs et chercheuses, comme les conditions concrètes de réalisation de leur recherche doctorale, sont conditionnées par la disponibilité inégale de ressources matérielles et les formes d'encadrement au sein de la structure d'accueil. Bien plus qu'un « projet » individuel conçu en début de thèse, ce sont ces conditions particulières de réalisation du travail doctoral et une moindre socialisation académique qui destinent plutôt les doctorant•es Cifre à une intégration professionnelle aux marges de l'enseignement et de la recherche.

In this chapter I share my experiences of dealing with supervisor feedback and show how you can turn this potentially negative experience, into something positive and constructive. The chapter is structured into three sections, firstly, I reflect upon my own personal of dealing with supervisor feedback at the beginning of my doctoral studies. Secondly, I reflect upon my experiences during the middle and later phases of my doctoral research. Finally, I present lessons on how to keep your research project on track, that I would liked to have received at the start of my doctoral adventures.

Building on Sara Ahmed's work on use and exploring the value of metaphors in theorizing organizational phenomena, this paper develops the metaphorical conceptualizations of doors and ladders, surfacing several complexities involved in women's academic careers in neoliberal workspaces. In doing so, it challenges the idea of linearity in academic career trajectories, underscoring the contested and constantly (re)negotiated dynamics and unfixed processes of both praxis and sensemaking in neoliberal academia. Empirically, we focus on the microlevel of organizing academic careers, sharing personal narratives nurtured by feminist vulnerability and facilitated through a relational autoethnographic approach. Contributing to critical approaches to academic careers, theoretically we articulate the conceptual relevance of doors and ladders in revealing the hidden dynamics therein, discussing the nuances of navigating the neoliberal academic professional context at different career stages. We consider the spatial and temporal dynamics of doors and ladders, their shifting and disorienting nature, offering visibility to the everyday experience of academic work.

In this report a three-strand model for faculty careers is developed. These strands are the disciplinary, the institutional, and the external career of faculty. An attempt is made to determine the outcome of the "academic revolution" spoken of by Jencks and Reisman in their landmark study of that title. Some of the topics covered include faculty power, influence, and prestige, recruitment and promotion, academic markets, and initial socialization of faculty toward their discipline and their teaching role. The report evaluates the diverse studies on faculty careers and synthesizes them into a general framework. Rather than review the literature, however, it selects the most valuable information from all the research to provide as complete an analysis as possible of faculty careers.

Die Welt verändert sich – Künstliche Intelligenz wird immer wichtiger, auch in der Verwaltung von Hochschulen. Wie sich die verantwortlichen Führungskräfte proaktiv mit dem Thema auseinandersetzen sollten, skizzieren die Experten Christian Djeffal und Ulf Richter

the faculty factor: Reassessing the American Academy in a turbulent era The Faculty Factor is the last contribution in a series of comprehensive studies aimed at depicting in detail the working conditions of scholars ('faculty' in American English). The gist of the book is that general conditions for academics are getting worse. Not necessarily in terms of salary levels, which are quite constant when measured by purchasing power parity (PPP) during recent decades, for instance. The decline is more complex and entails the role of scholars in assuring what they are expected to perform for society. In fact, those scholars active in the study of higher education may find this book very informative not only for the plentiful information and data provided, but also for the authors' in-depth analysis of the evolution of the place of faculty in academia and beyond. This topic is even more important for higher education studies given that the USA is a reference point for many other countries, obviously Anglo-Saxon nations, but also beyond these, although with time lags and translations for different contexts.

Academic systems are undergoing changes in which the social organisation of research as well as patterns of scientific productivity in the humanities and social sciences progressively resemble those in hard sciences. The hard and soft sciences are increasingly converging. This development can be observed in (1) publishing patterns, (2) the division of research, and (3) the internationalisation of research. This study explored the extent to which these changes occurring in academic systems in terms of a transformation of disciplinary practices are also becoming a trend in transitional post-socialist countries. We used Croatia as a case of a post socialist transitional context and compared it to Slovenia, a country with a similar past but somewhat different science policies and strategies. The results point to increasing convergence in some soft disciplines, visible in projectification and internationalisation of academic work as well as a significant change in the publishing patterns.

Resumen El objetivo de este artículo es describir y analizar las tensiones que han experimentado egresados de la Universidad Veracruzana Intercultural (uvi) que cursan posgrados no interculturales, así como las sinergias que han contribuido a que complementen su formación de licenciatura. Esto ocurre al desarrollar saberes-haceres específicos construidos en un programa con enfoque intercultural que entran en contacto con saberes académicos. Se entrevistó de forma semi-estructurada a egresados de la uvi que han continuado sus estudios de posgrado. Se presenta un balance de los egresados sobre sus saberes-haceres, así como las tensiones y las sinergias que se producen durante sus estudios de posgrado cuando entran en contacto con saberes académicos.

Journal publica su volumen 27, dedicado a la Música en el Occidente. Tuvimos el honor de organizarlo. Recibimos diez trabajos. Lenora Pinto Mendes (Universidade Federal Fluminense, UFF, Brasil) presenta el tesoro musical contenido en las Cantigas de Santa María, de Alfonso X, el Sabio, mismo documento medieval seleccionado por Bárbara Dantas. De hecho, se trata de una de las más significativas obras medievales-y no sólo para los estudiosos de la Historia de la Música, pero también del Arte, del imaginario, de las representaciones del poder, de la cultura. Ofrecen ellas, en su conjunto, un dulce allegro para el opus de Mirabilia Journal. Márcio Paes Selles (Universidade Federal Fluminense, UFF, Brasil) presenta la vida de Damião de Góis (1502-1574), diplomático, músico y humanista-sus composiciones, así como su gusto musical (en el estilo franco-flamenco), sirvieron de argumento para su denuncia en el Santo Oficio, hecho que acabó por llevarle a la muerte en 1574.

This contribution builds on a social-constructionist conceptualisation of gender to investigate gender inequality in academia; the focus is on negotiation of the workload and the role of leaders’ in building fairer working and career conditions. Data come from a European project on gender equality in science, and comprise in-depth interviews and focus groups with both women and men, across roles and grades, in one College in the UK. It is shown how leaders’ low awareness of the importance of work allocation and of the dynamics related to gender identity and gendered expectations can have detrimental effects on women’s careers especially. We contribute to literature on gender in academia by demonstrating that negotiation and allocation of workload are intrinsically gendered activities. Following the voice of our research participants, we argue that training leaders could pave the way for creating more equal opportunities in relation to career management and advancement.

Wer das Gluck hat, an vielen Berufungskommissionen teilnehmen zu durfen, wird schnell merken, dass sich in den letzten zehn Jahren ein neuer Code herausgebildet hat, sobald es darum geht, Frauen zu einem Vorstellungsgesprach einzuladen oder horribile dictu! sie vielleicht auf eine Berufungsliste zu setzen. Mit der Einfuhrung von Gleichstellungspolitiken, der Institutionalisierung von Gender Mainstreaming und dem Druck auch der Prasidien und Rektorate, die eine positive Gleichstellungsbilanz vorlegen wollen, haben sich die ” Old Boys Networks“ auf neue Sprachregeln verstandigt, die es weiter erlauben, den alten Wein der mannlich dominierten Hochschulen in neuen Schlauchen angeblich groserer Diversitat zu verkaufen. Es reicht aus, im Laufe einer Diskussion den Satz ” die Kollegin X ist sehr selbstbewusst aufgetreten“ fallen zu lassen und jeder Eingeweihte versteht: ” Vorsichtig, die ist zickig“. Reichen derartige orwellschen Sprechakte, die im Ubrigen nicht auf uberprufbaren Fakten be...