我国大学办学理念的偏失及矫治

大学办学理念是人们对大学的精神、使命、宗旨、功能以及价值观等大学发展基本思路的整体概括,它指导着大学的远景规划和发展方向。目前,我国大学办学理念存在诸多弊端,严重阻碍了大学培养人才、创造知识、引导社会发展的使命的实现。大学应根据自己的历史和现实条件准确定位,构建全人教育、学术自由、引导社会发展的理念。     

Academic mothers with disabilities: Navigating academia and parenthood during COVID-19

Academic mothers (including nonbinary, trans, and genderqueer parents) have always faced challenges in their profession due to systemic barriers and a “motherhood tax”; however, COVID-19 has exacerbated already existing inequalities (Oleschuk, 2020). This study examines how the pandemic has affected academic mothers with mental health and physical disabilities, as these voices often remain hidden and unheard in academia despite increased awareness of their presence (Brown & Leigh, 2018; Kelly & Senior, 2020). Here, we share the voices of 23 participants using a qualitative methodology drawing from social justice and feminist theories to highlight the lived experience of academic mothers with mental and/or physical disabilities and their experiences as a scholar and parent during COVID-19. Understanding the lived experience of this intersectional population can provide invaluable insights into ableist privilege within higher education, especially in the context of COVID-19 which has substantially disrupted work and homelife routines.     

管理学研究者客户迷失的判定、原因及出路

管理学研究者应认清自己的客户是谁,为客户创造价值。管理学研究者的客户有同行客户和实践客户2类,对管理学研究成果评价的优先次序依次是：实践客户、同行客户、专业机构。典型的客户迷失有抛弃客户型、客户倒置型、两头踏空型3种。管理学界3种迷失都相当严重,这加剧了管理学脱离实践和学术不端两大问题。解决客户迷失问题的出路是,认清研究成果的价值排序,改革学术评价体系,不再片面强调刊物等级指标,而是以“使用者、读者、引用者”为核心,按照研究者的自我定位分类进行评价。     

Gender,Foreignness and Academia: An Intersectional Analysis of the Experiences of Foreign Women Academics in UK Business Schools

This article explores the experiences of a growing but hitherto under‐researched category of academics employed within UK higher education: women of non‐UK origin. Drawing on an intersectional approach, we examine how gender and foreignness act as dynamic, interrelating categories in producing particular subjectivities in the context of UK business schools. We employ a qualitative methodology based on narrative interviews with 31 foreign women academics. In the analysis, we outline the broader global forces that have shaped their trajectories in choosing the UK as their destination, and the place of gender and foreignness in the participants' narratives of their experience. Our findings point to how the discourse of internationalization conceals intra‐categorical differences among non‐national staff, further supported by a merit‐based system that promotes an individualized view. However, participants' narratives provide examples of how gender and foreignness are mobilized in different ways by different actors — including themselves — in the production of social locations. As such, the paper contributes to critical debates regarding the academic workplace and the changing conditions of UK academia.     

“It's Just My Job To Be ‘Out’”: Tenure Stories of Lesbian, Gay, And Bisexual Academics

Lesbian, gay, and bisexual (LGB) professors who undergo the tenure review process face the possibility that homophobic prejudice and discrimination will hurt their chances of receiving promotion. In light of this potential for bias, the tenure stories of LGB academics reflect a concern for unmasking tactics of discrimination in order to dismantle institutional homophobia. The author analyzes tenure and promotion narratives of LGB professors from both sociological and folkloric perspectives, and argues that these narratives function to build solidarity within LGB communities, and provide an important means by which academics who face the potential of prejudice and retributory marginalization for their sexual orientation can expose discriminatory practices.     

Emergence and Development of LGBTQ Studies in Post-Socialist Bulgaria

ABSTRACT

This article explores the development of LGBTQ studies and scholarship in Bulgaria. In part, it brings to the forefront the personal experiences of some of the first Bulgarian scholars working on LGBTQ studies. The personal is interpreted in part through explorations of Bourdieu’s concept of “symbolic violence.” Elaborating on the challenges regarding the emergence and the development of LGBTQ studies on an institutional and personal level, I discuss three main topics: (1) the emergence and the development of LGBTQ scholarship and university courses in Bulgaria; (2) the main institutional obstacles and the “symbolic violence” within the academia against scholars dealing with LGBTQ subjects, including issues of funding, evaluation, and discrimination; and (3) the future development of the subject in Bulgaria, with a particular attention to the need for “LGBTQ studies solidarity” to overcome the disadvantaged position of LGBTQ scholars in post-socialist countries.     

解救人生·美化社会·构建学术——论朱光潜“人生的艺术化”理论的三维支点

朱光潜的“人生的艺术化”理论是审美人生观的典型理论，解救人生面临的困境，改善和美化社会道德伦理，构建独立品格的学术体系是人生艺术化理论的三维支点。他试图通过这一理论的倡导，构建和谐的生活世界、社会范式和学术境界，对我们今天的生活依然有借鉴意义。     

THE INTELLECTUAL IN QUESTION

Although contemporary scholars in various disciplines readily appropriate many of his ideas, Antonio Gramsci's theory of intellectuals remains curiously unappreciated. From the standpoint of the oft-lamented crisis of the contemporary intellectual, however, it represents a resource that is both indispensable and difficult to retrieve. In this article the historical and sociological nuances of Gramsci's theory, as well as the powerful, yet unheeded lessons of his own life as an intellectual will be examined. In particular, Gramsci's analysis of the social affiliation and political agency of the intellectual provides the framework necessary to explain the rise and ongoing crisis of the academic intellectual as a historically unprecedented figure. This point will be illustrated by examining the case of influential academic intellectuals such as Michael Walzer and Michel Foucault. The article concludes with some reflections on the merits of Gramsci's distinctive way of being an intellectual.     

Perceptions of gendered-challenges in academia: How women academics see gender hierarchies as barriers to achievement

Despite the egalitarian and collegial philosophy in its ideals, academic market is segregated and gendered where women receive fewer rewards than their male counterparts, are under-represented, segregated and excluded from participation in the formal and informal academic structures in academia. The country contexts, the gendered academic organizational settings as well as everyday interactions all play a major role not only in women's participation within academia, but also how they perceive their future in academic institutions. This research note, through an original survey with over 200 academics, attempts to study the latter assumption by looking at women academics' perceptions of their work life, their challenges, as well as aspirations. Our results show that those perceiving strong hierarchy in the realm of work are significantly more likely to believe that being woman in academia harms their job prospects. We also show that, not only were they pessimistic about the challenges facing them at the moment, but they were also more skeptical about women's potential in overcoming such challenges in the future.