Unsettling Universities' Incongruous,Gendered Bureaucratic Structures: A Case‐study Approach

Recent research shows that women faculty members in academia continue to face systemic barriers to opportunity and advancement and that these barriers are particularly strong in science and engineering, and in university administration. University administrators and faculty members, however, have been slow to recognize that systemically gendered barriers will have to be reduced or eliminated in order for women faculty to advance in their careers. One key problem is that many, if not most, leaders in powerful decision‐making roles in universities continue to embrace women‐centred explanations for gender disparities in advancement through the academic ranks. University leaders' lack of recognition of institutionalized gender barriers suggests the need for greater dissemination of research findings (and training) about how systemic barriers operate and why these barriers disproportionately disadvantage women. In this article I first theorize universities as incongruous, gendered bureaucratic structures. I then outline an intervention strategy for enabling university faculty members and administrators to see incongruous, gendered bureaucratic structures and to then use this knowledge to develop strategies for addressing the problem of women's underrepresentation among science and engineering faculty. The strategy described is a case‐study approach recently implemented at a mid‐sized research‐intensive university in the US Midwest. The workshop was part of a broader university programme aimed at transforming the university's cultures, practices and structures in ways that help to enhance the recruitment, retention and promotion of women scientists. I conclude by discussing the benefits and limitations of the case‐study approach as a method for unsettling accepted knowledge about the gendered structures and normative practices of the university.     

‘Don't you think you're missing out,living at home?’ Student experiences and residential transitions

Recent policy shifts in higher education impact on the diversity of student experiences, one such trend is an increase in the number of students staying in their parental home for the duration of their studies. This has implications for students’ experiences of university life, particularly non‐academic aspects. Drawing on Bourdieu's theory of practice and habitus, this papers explores how young people go about fitting in to ‘being a student’, and how predispositions to university life influence these practices. Residential status emerges as a key demarcating factor in how successfully students feel they adapt to being at university. Though related to class, this cannot be explained solely by the socio‐economic background of students living at home, but rather reflects both practical problems faced by these students as well as difficulties in incorporating a student habitus while living at home.     

高校传统武术国际化课程教学的实践探索

高校传统武术的国际化发展对高校走向世界、承接国外交流等有着重要的意义。我国高校目前面临着武术边缘化发展特点,很少将中国武术作为国术精髓带出国界,带上国际交流平台。针对当前实际,从武术国际化课程教学实践出发,对武术国际化课程的教学内容以及教学环境等方面进行了探索与研究。     

Transferring a University-Led HIV/AIDS Prevention Initiative to a Community Agency

Summary

Given the urgent need for HIV/AIDS interventions that will reverse current infection trends among urban minority youth, identifying effective and socially relevant approaches is of primary concern. HIV/AIDS prevention initiatives that are housed in, and led by, communities may address the limits of laboratory-based inquiry for this complex and socially-situated health issue. In this article, we describe the process of moving a researcherled, HIV/AIDS prevention research program—the Collaborative HIV/AIDS Adolescent Mental Health Project (CHAMP)—from a university laboratory to a community mental health agency with the goal of strengthening program access, effectiveness, and sustainability over time. We outline the framework, timeline, and responsibilities involved in moving the program, research, and technology from its original university base to a local community agency. From the challenges faced and lessons learned during this complex transfer process, we hope to enhance understanding of ways in which we can narrow the gap between academic and community leadership of HIV/AIDS prevention research.     

Academic opportunity structures and the creation of campus activism

Past research points to elite, liberal and/or wealthy universities and colleges as the most likely sites of campus activism. In addition, periods of high social movement mobilization in society in general are given credit in spurring student activists. In contrast, this study examines how a feminist activist subculture is created on a conservative campus at a time of subdued societal activism. I draw on a four-year ethnography of a U.S.-based, feminist-oriented student organization to conceptualize how universities facilitate student groups through an ‘academic opportunity structure,’ and in the process promote the development of an activist subculture. In doing so, I argue that universities, like the political and cultural environment, can be open or closed to campus activism. When there is a favourable environment, universities require the creation of formalized organizations, centralized leadership, and an institutional history. In response to meeting these requirements, universities then provide necessary resources to student groups and facilitate activism. These academic opportunity structures then foster activist subcultures that allow student groups to continue over time with the potential to influence the larger university culture.     

The additional labour of a disabled PhD student

This is a personal account of the challenges I have faced during the first year and a half of my PhD, solely due to my identity as a disabled student. I address issues such as a lack of representation when researching PhD life, the impact of the services which are meant to be there to help and the complexities of juggling the additional time-consuming events which occur when you are disabled, with PhD time, a home life and work. This is especially relevant in the United Kingdom at this time as the Disabled Students Allowance has recently been cut back, meaning there is less support available for disabled students, and with the increased marketisation of higher education it could be argued that there is less impetus for universities to support those who have non-standard needs.     

Presidential Address: The Faculty Time Divide

The time demands of academic life are examined, drawing on data from a large national sample of faculty. I outline the divide between full-time faculty, who work long hours irrespective of rank or institution type, and part-time faculty, who work at low pay with little job security, status, recognition, or fringe benefits. The expectations of academic life in dual-career couples are hard to reconcile with the demands of parenting. This is a common problem because assistant professors are generally too old to wait until they have tenure to have children. The segmentation of academic life into an overworked core and a marginalized periphery tends to perpetuate gender inequality.     

Carrières et contradictions en sciences de la vie : réponses du corps académique aux transformations de la connaissance et de ses utilisations

Drawing on interviews with more than 80 scientists on two university campuses, we create a typology that offers insights into how transformations in the nature and locus of life science innovation influence academic careers and work practices. Our analyses suggest that a strong outcome of increased academic concern with research commercialization is the appearance of new fault lines among faculty, between faculty and students, and even between scientists' interests and those of their institutions. We argue that life science commercialization is driven by a mix of new funding opportunities, changing institutional mandates for universities, and novel research technologies that bring basic research and product development into much closer contact. The rise of patenting and commercially motivated technology transfer on U.S. campuses is altering faculty work practices and relationships, while transforming the criteria by which success is determined and rewards are allocated. Through close analysis of interviews with four researchers who typify a range of academic responses to commercialism, we demonstrate emerging patterns of conflict and agreement in faculty responses to commercial opportunities in the life sciences.     

Disabled academics: a case study in Canadian universities

Though Canadian universities are legally required to accommodate disabled employees, disabled faculty still experience difficulties navigating neoliberal performance standards and medicalized conceptualizations of disability. Drawing on data from a qualitative study with Canadian university faculty, this paper explores the experiences of five disabled academics. Our analysis draws on post-structural understandings of neoliberalism, discourse, disciplinary power, and governmentality, as well as Rosemarie Garland-Thomson’s concepts of the fit and misfit. Though the sample is small, this analysis suggests universities pose disabling contexts for academics. Disability is cast as individual responsibility, leaving disabled academics navigating accommodations without institutional support. The normative academic constructed through a discourse of efficiency and productivity is the measure against which disabled academics are evaluated, requiring self-governance to produce themselves as ‘good enough’ academics. Although higher education environments are increasingly diverse, disabled academics are still having to prove their right to exist in academia, hindering their abilities to participate fully.     

Social construction of public relations knowledge by academic institutions worldwide: A bibliometric network analysis

This VOSviewer-enabled bibliometric study examines scientific knowledge construction in public relations research since 1955. A co-citation analysis indicates that while sustaining its cross-disciplinary nature, public relations increasingly relies on scholarship generated within its own discipline, with Public Relations Review, Journal of Public Relations Research and Journalism & Mass Communication Quarterly most cited academic sources. A citation analysis of author affiliations revealed a number of findings, including universities with the highest count of publications, university pairs that tend to cite each other, as well as regional university groups and large clusters within a broader, citation-based network. Among the 108 most productive academic institutions from four continents included into the study, U.S.-based universities produced the highest number of publications in nine peer-reviewed journals. Cross-referencing citation relationships among university clusters in different world regions illustrates an ongoing pattern of globalized construction of public relations knowledge.     

He,she, it: gender bias in teacher–student interaction at university

Starting from an intercultural education framework, this paper examines whether students at two Zagreb universities perceive interactions with their teachers to be gender influenced. In the first part of the paper, we outline the context of the research and the two theoretical constructs which correspond to traditionally male and female teachers’ performances at university. In the second part of the paper, we present the results of the survey we conducted. The results show that the students recognized some aspects of gender bias in interaction with their teachers and that gendered cultures reflected in the dominantly female or male teachers’ performances were indeed present at the universities included in the survey.     

Technology,Gender and Time: A Contribution to the Debate

Using the data collected from research carried out at two Portuguese universities, this article highlights the way university lecturers currently deal with space and time. Their professional activity is not externally subjected to a specific time geometry that defines their working day. Teaching and researching time–spaces are basically task oriented. Furthermore, university lecturers are increasingly requested to perform tasks in very short time periods in order to secure financial support. To a certain extent, this pressure upon their work is facilitated by the use of technology. However, technology also causes a profound reconfiguration of working times and spaces, especially because it allows lecturers to work at any time from anywhere. This not only renders university physical spaces and times virtual, but it also leads to the colonization of several other time–spaces of their social lives. This article analyses the ambivalence and difficulty of managing time–spaces, as described by the lecturers themselves, with the objective of providing a more accurate awareness of the implications of technology on their lives, as well as the hazards of the progressive externalization of academic work, particularly for women.     

Implementing web-assisted learning and engaging academic staff in the change process

Abstract

In achieving the transition from a traditional taught mode of delivery to web-assisted learning, the management of universities now realise that change needs to be led and managed from the top down. They are also reliant on academic staff to engage in the change process. These two aspects are investigated in the context of a post-1992 university, which recently introduced a virtual learning environment (VLE) as part of a managed learning environment (MLE). Academic staff perceptions are explored within the framework of the 4-E model of staff engagement with technological change, but findings indicate a lack of evidence to support the 4-E balanced equation or likelihood-of-use factor.     

Making globalization work for Chinese higher education by building bridges between internationalization and multiculturalism

The rapid expansion of higher education in China is bringing together two phenomena, internationalization and multiculturalism. This study explores the question of what Chinese universities are doing to bridge the gap between these two. Three types of higher education institutions attended by minority students are selected: a university under the governance of an ethnic autonomous region, located in Inner Mongolia; a university under the Central Ministry of Education in Beijing, and a university under the Ethnic Affairs Bureau, specifically designated for nationalities, in Hubei Province. A content analysis of selected relevant documents and interviews with university academic/administrative staff, Han and ethnic minority students were carried out. Chinese universities seem more than willing to internationalize for status advancement. However, multiculturalism in the sense of recognition of ethnic minority cultures, is not viewed as bringing higher status. The implications for bridging internationalization and multiculturalism are raised.     

The University: An Agent of Social Change?

Can universities be agents of progressive social change? How would we know if a university was acting as an agent of social change? Drawing on four case studies, I raise a number of questions to problematize our understanding of the university as an agent of social change. I outline a number of contributing factors that appear to explain successful cases. I conclude by arguing the relevancy of these cases for larger, and more traditional, sociological projects.     

Beyond the Numbers: Institutional Influences on Experiences With Diversity on Elite College Campuses

In this article we bring together the burgeoning qualitative literature on the socializing influence of residential colleges, the survey‐based literature on campus racial climate, and the literature on diversity work in organizations to analyze how two elite universities’ approaches to diversity shape students’ experiences with and feelings about diversity. We employ 77 in‐depth interviews with undergraduates at two elite universities. While the universities appear comparable on measures of student demographics and overall diversity infrastructure, they take different approaches. These varying approaches lead to important differences in student perspectives. At the university that takes a power analysis and minority support approach, students who participate in minority‐oriented activities develop a critical race theory perspective, while their white and nonparticipating minority peers frequently feel alienated from that programming. At the university that takes an integration and celebration approach, most students embrace a cosmopolitan perspective, celebrating diversity while paying less attention to power and resource differences between racial groups. The findings suggest that higher education institutions can influence the race frames of students as well as their approaches to multiculturalism, with implications for their views on a variety of important diversity‐related issues on campus and beyond.     

‘If you put pressure on yourself to produce then that's your responsibility’: Mothers’ experiences of maternity leave and flexible work in the neoliberal university

Women remain underrepresented in senior positions within universities and report barriers to career progression. Drawing on the concepts of Foucault and Bourdieu, with an emphasis on technologies of the self, this article aims to understand mothers’ academic career experiences. Interviews were conducted with 35 non‐STEMM (science, technology, engineering, mathematics and medicine) academics in Scotland and Australia, to reveal the gender dimensions of parents’ academic careers, in neoliberal university contexts. The data suggest that there are tensions between organizational policies, such as maternity leave and flexible work, and the contemporary demands of academic labour. New managerial discourses which individualize and make use of moral systems are particularly effectual in driving women to take up marketized research activity and compromise leave entitlements.     

Reflective Listening in Heraclitus

To provide authentic language use situations for classroom activities, videotaped materials have been introduced in teaching and learning settings. In language testing, these materials raise our expectations about the potential usefulness to measure academic listening ability of non-native speakers of English. In spite of this apparent superior authenticity of a videotape formatted listening test (VFLT), much more theoretical justification and experimental research are needed to support the usefulness of VFLTs. The purpose of this study was to investigate validity evidence for the VFLT usefulness as a measure of academic lecture listening ability. Validity evidence was assessed with 83 ESL students enrolled at a midwestern university. Concurrent validity evidence, empirical item analysis, and experimental manipulation were tested. Analysis of the test results provided convincing support of the validity evidence of the VFLT. Moreover, the strong relationship between test performance and aspects of authentic and interactive tasks in the VFLT provides a justification for revision of test method facets in conventional ESL listening tests.     

A women's support group for Asian international students

International students underuse counseling services, which are grounded in Western cultural values. The authors describe a support group for Asian international students that they launched at a large midwestern university to help students feel at ease with American university life, address homesickness, language problems, and academic and social stressors. Co-leaders created a safe and culturally sensitive atmosphere where the women could network, socialize, and address their issues. Group treatment offers many advantages over individual counseling and can enhance the health of international students.     

Teaching social work students to speak up

It takes courage to defend your values or boundaries in the face of emotional and social risks. Social work advocacy, relationships, resilience and education all rely on the ability to engage in ‘difficult conversations’, defined as dialogue to defend personal values or boundaries in the face of potential social or emotional risks. Yet, students often speak of feeling scared, unskilled and prone to instinctive response patterns when trying to speak up, making the question of how we can teach moral courage an important and understudied area of pedagogical research. In this article, we describe a Canadian pilot study to develop and evaluate learning activities developed for an undergraduate social work practicum seminar course to help students to speak up. We describe the key elements of the learning activities co-developed with students, and outline the SPEAKER model which resulted from the study as a way of helping students to assess, safely engage in and experience success with, these difficult conversations. Drawing on the concepts of embodied learning, the pedagogy of discomfort and identity theory, we suggest the value of building learning around the naturally occurring ‘difficult conversations’ faced by students in their practicum and other areas of their life.