Search results

1

‘We Women Are No Good at It’: Networking in Academia

100%

Šadl Z.

Sociologický časopis. Czech Sociological Review

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2009

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vol. 45

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issue 6

1239–1263

EN

In this article the author investigates networking in an academic milieu in Slovenia to obtain information on the academic staff’s perceptions of how formal and informal connections in academia influence the success of a person’s academic career. The analysis is based on ethnographic research and in-depth interviews with academics in the middle of their academic career. The results of the analysis reveal the existence of two kinds of social networks: one based on patron-client relations, and another based on equal and ‘floating’ partnership cooperation and autonomy. The article focuses on gendered dimensions of academic networking and criticises the existance and impact of a male network on male and female academic career progression.

2

Procrastination, perfectionism, and locus-of-control in academic settings

100%

Pearlman-Avnion S., Harduf R.

Szkoła Specjalna

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2019

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vol. LXXX(2)

108-124

EN

The present study examines the relationships between procrastination, perfectionism, and locus-of-control (LOC) in an academic setting. Empirical data are drawn from self-report questionnaires completed by 95 randomly sampled students in institutions of higher education in Israel. We differentiate between subjects displaying adaptive and non-adaptive perfectionism and those who are not perfectionists. Similarly, we differentiate between internal and external LOC. The impact of each variable on procrastination is assessed independently, as is the combined effect of perfectionism and LOC. Findings partially uphold the study hypotheses. A significant positive correlation is found between adaptive perfectionism and internal LOC. The degree of procrastination exhibited by non-adaptive perfectionists is higher than that of non-perfectionists. Subjects displaying adaptive perfectionism and internal LOC have lower degrees of academic procrastination than those with non-adaptive perfectionism and external LOC. Findings are discussed in the context of the complexity of the variables and research limitations.

3

Academia between Utopia and Dystopia: Francis Bacon, Ursula K. Le Guin, and Alasdair MacIntyre

88%

Kaźmierczak P.

Multidisciplinary Journal of School Education

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2018

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issue 13

149-159

EN

The paper examines two visions of the relation between science and society through the utopian novel New Atlantis, by Bacon, and the dystopian novella, New Atlantis, by Le Guin. In Francis Bacon’s classic utopia scientists enjoy high social status and have all imaginable resources at their disposal, whereas the contemporary Ursula K. Le Guin's dystopia portrays heroic scientists in a totalitarian state, subjected to imprisonment, torture and constant surveillance for practicing ethical science. Taking cue from these two texts I employ MacIntyre’s framework of internal and external goods of a practice to discuss the relationship between the contemporary academia and the state. The internal goods of science (knowledge, "light", discoveries and inventions) are what scientists contribute to the society, whereas the external goods, such as material riches, prestige, power (or the opposite thereof) are what society supplies the scientists with. My conclusion is that values drawn from a religious tradition can help treat the external goods as means, and the internal goods as the actual ends of the academic practice.

4

Excellence and Gender Equality Policies in Neoliberal Universities

88%

Riegraf B., Weber L.

Gender a výzkum / Gender and Research

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2017

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vol. 18

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issue 1

92-112

EN

The historical nexus of academia and gender has been characterised by exclusivity. The classical idea of innovative science was shaped by male scientists and reflected their ways of living and was mainly reproduced via gatekeeping and homosocial co-optation processes. Recently, academia has begun a transition towards a new model of academic organisation and governance represented by the vision of the ‘neoliberal university’. In this transition the historical nexus between academic ‘excellence’ and masculine culture is being called into question by new economic mechanisms and instruments of academic governance that are declared to be ‘gender neutral’ and ‘transparent’. In fact, some studies show that management by performance disadvantages female academics by favouring male patronage, but with the instruments of the new governance gender equality can also be introduced as a core principle of excellence criteria, as happened in the case of the German excellence initiative. On the basis of two case studies of German universities, our contribution shows how the nexus between ‘excellence’ competition and masculine culture is eroding, partly due to new ‘quasi’-market mechanisms being combined with gender equality policies. Our findings shed light on new gendered work patterns and inequalities of contemporary academia. Academia is opening up to ‘excellent’ high-performance women, while other women are still disadvantaged.

5

The degree of social and educational integration and absorption of Arab Bedouin female students in teacher training institutions in Israel

88%

Abu-Ajaj A.

Kultura-Społeczeństwo-Edukacja

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2018

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vol. 13

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issue 1

49-62

EN

The issue of the process of integration and absorption of Arab Bedouin female students in teacher training institutions in Israel constitutes a significant yet critical chapter in the course of forming the personal and professional identity of the prospective teacher. The main purpose of this article is to describe the difficulties experienced by Arab Bedouin female students during the process of their social and educational integration and absorption in teacher training institutions. Also, to deal with the differences between Arab and Jewish teacher training institutions. Furthermore, to what extent the cultural encounter is perceived by the students that would enable them to have social and educational integration.The study involved 200 Bedouin Arab female students living in the Negev and learning in four teacher-training colleges in Israel; Kaye College of Education, Achva College, Sakhnin College for teacher training and Al-Qasmi College. The students answered a questionnaire that was written for this study. The findings of the study indicated many difficulties in the process of absorbing and integrating Arab Bedouin students in various teacher-training institutions in the country. Not to mention, language difficulties experienced by them with regard to reading articles and writing papers, not in their native tongue. The multicultural encounter between the different genders also poses a great difficulty in addition to the age difference between Arab and Jewish students. Furthermore, the policy of the Israeli academic institutions does not fully represent the Arab culture and in the interaction between the academic and administrative staff and the Arab Bedouin students.

6

Women’s Social Capital in Academia: A Personal Network Analysis

88%

Barthauer L., Spurk D., Kauffeld S.

International Review of Social Research

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2016

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vol. 6

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issue 4

195-205

EN

Developmental networks are ego-centered networks, and were found to be beneficial for career success and advancement. Especially in academia, the benefits of developmental networks are critical due to limitations in career stability, and its up-or-out character. Overall, they facilitate career success and advancement by providing access to social capital, which is more or less attainable depending on certain structural network characteristics. Diverging access to social capital for women and men is well known, however, little is known about developmental networks of female and male academic staff. Therefore, this study investigated cohesion and brokerage as indicators for access to social capital to explore gender differences. The sample consisted of n = 594 ego-networks of PhDs and postdocs, working at German universities and research institutes. Cohesion was measured by density and degree; brokerage by effectiveness and constraint. Results revealed that based on Coleman’s cohesion theory (1988, 1990), female researchers showed less access to social capital through less dense networks, but bigger ones implying more social capital. Moreover, based on Burt’s brokerage theory (1992, 2005), female researchers showed, against our assumptions, more brokerage social capital by showing greater effectiveness, and less constraint. Results provide insight into men’s and women’s access to social capital.

7

Vědkyně v době pětiletek a v době soutěže : ženské vědecké dráhy před rokem 1989 a po něm

75%

Vohlídalová M.

Sociologický časopis. Czech Sociological Review

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2018

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vol. 54

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issue 1

3-34

EN

The paper focuses on the changes that have occurred in women’s academic research careers and compares two generations: women who built their career under state socialism (before 1989) and the contemporary young generation of women. It aims to contribute to the discussion of how the current transformation of science and the academic work environment has impacted gender equality and women’s careers in academia. A life-course approach is used to analyse the interplay between individual, institutional, and structural barriers in women’s careers. Drawing on in-depth narrative interviews, the analysis focuses on the interaction between academic research work paths, institutional and organisational conditions, and family paths and examines the milestones that formed the career paths of women now and in the past, how the dynamics of an academic research career have changed, and how the ways and conditions for combining work life and motherhood have changed. The author argues that the neoliberal transformation of the academic labour market and current Czech family policy leave women increasingly less able to fit their life biography into their preferred career model than they could before 1989.

8

Szanse i ryzyka kształcenia online dla akademickiej relacji mistrz – uczeń

75%

Pietrzykowski A.

Kultura-Społeczeństwo-Edukacja

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2022

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vol. 21

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issue 1

201-214

EN

The article describes the opportunities and risks of Master – Student relation in the academic, online learning setting. The article begins with the analysis of Master – Student relation by presenting issues regarding the traditionally interpreted person of the master as well as by presenting the obstacles and expectations faced by students. Further on, advantages and disadvantages of computermediated communication (CMC) of the relation are discussed. Based on the research in CMC which, includes the hyper-personal model and the Media Naturalness Theory, the ambivalence of building an authentic, based on the ethical foundations, and a long-lasting interpersonal relationship, is shown. Finally, key risk areas are discussed, in particular reductionist online learning models implemented by the neoliberal agenda in university education, and doubts about the effectiveness of value-oriented education in a virtual environment.

9

Are the Humanities No Longer Relevant in the 21st Century?

75%

Davidovitch N.

Journal of Education Culture and Society

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2020

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vol. 11

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issue 2

17-38

EN

Aims. In view of the diminishing demand for the humanities in Israel, we explore the profiles of current students of humanities in one high school and one university in Israel. Method. This study reviews the changes in the demand for and status of academic humanities studies and maps the profile of students of the humanities, both high school students and high school graduates over the age of 18. In total, 136 students (73 males and 60 females) participated in this survey-based study Results and Conclusion. The results show a positive and significant correlation between attitudes regarding the humanities and motivation to study these subjects in the future. In addition, a positive correlation was found between values of honesty, helping others, and contribution to the country, and motivation to study the humanities. Contribution. The findings of this study contribute by daring to challenge the perception concerning the insignificant status of the humanities in our day and age – aimed at eliminating them and rendering them irrelevant.

10

À la recherche de la vocation perdue. Plaidoyer pour l’enseignement de la littérature des siècles passés

75%

Wysłobocki T.

Romanica Wratislaviensia

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2018

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vol. 65

157-167

EN

The aim of this article is to discuss the place of the literature of past centuries in the romance philology teaching programmes. I accentuate the social importance of literary subjects at the university in the making of future citizens responsible for the common good, as well as the social importance of literature itself. Furthermore, I emphasize the role of scholars who are assumed not only to bring knowledge to their students, but also to teach them essential social skills. The analysis is based on my ten-year academic experience of specialist in the history of literature and history of the French Enlightenment.

11

Przywrócić imię własne…

75%

Sokolewicz Z.

Konteksty - Polska Sztuka Ludowa

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2018

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vol. 72

|

issue 4(323)

4

12

Uniwersytet przyjazny osobom z autyzmem – dobre praktyki w Dublin City University

63%

Pawlik S.

Konteksty Pedagogiczne

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2022

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vol. 2

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issue 19

91-105

EN

This article is about the situation of people with the autism in higher education environment and the ways in which a university can effectively support such learners in their studies. It was inspired by a study visit to Dublin City University – the first Autism Friendly University in Ireland and in the world. The main postulate of the article is that the presence of people with the autism spectrum creates new challenges for universities, and that the traditional model of supporting them is no longer sufficient. Creating an academic ecosystem in which persons with different functioning profiles are able to find their place and develop their potential requires a synergy of several elements: accommodation of the teaching process, innovative ways of support that take into account the student's well-being, modification of the infrastructure, and awareness and openness of the whole academic community to the needs of persons with the autism spectrum.

PL

Tekst dotyczy sytuacji osób z autyzmem w środowisku uczelni wyższej oraz sposobów ich skutecznego wspierania w procesie studiowania. Inspiracją do napisania artykułu stała się wizyta studyjna w Dublin City University (DCU) – pierwszym w Irlandii i na świecie uniwersytecie przyjaznym osobom z autyzmem (Autism Friendly University – AFU). Kluczową dla prowadzonych rozważań jest teza, że obecność osób ze spektrum autyzmu stawia przed uczelniami nowe wyzwania, a tradycyjny model ich wspierania przestał być wystarczający. Stworzenie ekosystemu akademickiego, w którym osoby o różnych profilach funkcjonowania są w stanie odnaleźć swoje miejsce oraz rozwinąć potencjał wymaga synergii kilku elementów: dostosowania procesu nauczania, innowacyjnych sposobów wspierania uwzględniających dobrostan studenta, dostosowania infrastruktury oraz świadomości i otwartości całej społeczności akademickiej na potrzeby osób z autyzmem.

13

Czyn czy słowo - co leży u podstaw filozofii pierwszej?

63%

Pokorski B., Łódzki U.

Internetowy Magazyn Filozoficzny Hybris

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2018

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vol. 42 (3)

EN

In this paper I compare the philosophy of being, which has its model example in the philosophy of Aristotle, with the philosophy of action proposed by Stanisław Brzozowski. These two constructions differ in their consideration starting point. The first one chooses the word as a start, while the second chooses an act. I tried to show contrast between these two positions and the consequences in the philosophical practice that depend on their primary assumptions. I discuss the differences between the philosophy that deals with things of the objective realm, that now becomes metascience and the philosophy of culture, which deals with the subject and the historically made world of human experience that was created by the working generations of men. The importance of this difference is essential if we want to ask a philosophical question about the crisis of culture.

PL

W niniejszym tekście porównuję filozofię bytową, której modelowym przykładem jest filozofia Arystotelesa, z filozofią czynu zaproponowaną przez Stanisława Brzozowskiego. Te dwie konstrukcje różnią się co do punktu wyjścia rozważań. Pierwsza z nich obiera słowo jako początek, druga zaś czyn. W tekście starałem się pokazać kontrast między tymi stanowiskami i konsekwencje w uprawianiu filozofii wypływające z przyjętych założeń. Omawiam różnice pomiędzy filozofią zajmującą się przedmiotami świata rzeczy, obecnie stającą się metanauką, a filozofią kultury, która zajmuje się podmiotem i historycznie stworzonym przez pracujące pokolenia światem ludzkiego doświadczenia. Zaznaczenie tej różnicy jest niezbędne jeśli chcemy postawić filozoficzne pytanie o kryzys kultury.

14

Kształcenie tłumaczy-lokalizatorów – przegląd zagadnień oraz propozycja modelu nauczania przedmiotu „Lokalizacja”

63%

Monkiewicz J.

Linguodidactica

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2015

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vol. 19

PL

Coraz więcej osób korzysta codziennie z różnego rodzaju zlokalizowanych produktów, których treści przetłumaczono i dostosowano do wymogów polskiego rynku i odbiorcy. Lokalizacja to obecnie najbardziej dynamicznie rozwijająca się gałąź usług tłumaczeniowych, generująca ogromne obroty i wymagająca wykwalifikowanych lokalizatorów, których jednak niezwykle trudno znaleźć. Uniwersyteckie programy kształcenia tłumaczy koncentrują się zazwyczaj na przekładzie literackim, niekiedy prawnym i prawniczym, podczas gdy od tłumacza-lokalizatora wymaga się nieco innego zestawu umiejętności niż od tłumacza tekstów literackich bądź prawnych i prawniczych. Studenci rozważający podjęcie pracy lokalizatora są zazwyczaj skazani na samodzielną naukę i zdanie się na intuicję. Wykładowcy uniwersyteccy natomiast często uważają, że ta dziedzina tłumaczeń nie wymaga specjalnych rozwiązań dydaktycznych ani umiejętności, a zadania stawiane przed lokalizatorami są trywialnie proste (w szczególności w ich językowym aspekcie). Artykuł przedstawia problemy i wyzwania związane z kształtowaniem językowych i pozajęzykowych kompetencji tłumaczy-lokalizatorów oraz proponuje model nauczania przedmiotu „Lokalizacja”.

EN

Various types of localized products are being used by more and more people with increasing frequency. Contents of such products are translated and made appropriate to the Polish market and user (localized). Localization is the most dynamic sector of the translation industry, generates substantial sales volumes and requires highly qualified localizers who are still relatively difficult to find. University translation courses usually focus on literary translation and sometimes also cover legal texts, whereas translators-localizers are expected to possess a slightly different skill set. Students planning a career as localizers are usually resigned to self-study and intuition. University teachers often believe that this translation modality does not require any special didactic approach or abilities, and that the tasks faced by localizers are trivially simple (especially in their linguistic aspect). The article presents issues and challenges related to developing linguistic and non-linguistic competences of translators-localizers. Finally a model university course in localization is described.

15

Dzielenie się wiedzą i informacją w różnych dziedzinach nauki na polskich uczelniach

63%

Świgoń M.

Zagadnienia Naukoznawstwa

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2015

|

vol. 51

|

issue 4(206)

389-408

EN

Knowledge and information sharing in various disciplines in Polish academia

16

Erasing Polish Anthropology?

50%

Main I.

Konteksty - Polska Sztuka Ludowa

|

2018

|

vol. 72

|

issue 4(323)

5-7

17

Protestancka etyka pracy w zawodzie nauczyciela akademickiego

45%

Kucharska A. M.

Ogrody Nauk i Sztuk

|

2013

|

issue 3

PL

Artykuł ten dotyczy etyki pracy w zawodzie nauczyciela akademickiego. Swoje rozważania prowadzę w oparciu o dwie główne teorie: protestanckiej etyki pracy Maxa Webera oraz jej adaptacji do środowiska akademickiego Roberta Mertona. Omawiam je w polskim kontekście kształtowania się etosu akademickiego, przywołując prace Dietricha Bonhoeff era oraz wartości fundamentalne dla protestanckiego etosu pracy czyli uczciwości, rzetelności i pracowitości w ich religĳ nym oraz pozareligĳ nym wymiarze. Na tym tle podejmę próbę przeglądu obszarów zagrożeń i wypaczeń w szeregach polskiej kadry akademickiej wskazując kategorię odpowiedzialności jako kluczową w budowaniu etosu akademickiego.

EN

In this article I focus on professional work ethics for academic teachers. My considerations are based on the analysis of two main theories: the Protestant work ethics, by Max Weber, and its adaptation to the academic environment, by Robert Merton. I evaluate how these theories can contribute to shaping the academic ethos in the Polish context, drawing upon Dietrich Bonhoeff er’s works and the fundamental values of the Protestant work ethos - honesty, reliability and diligence - presenting their religious and secular aspects. Against the above background I attempt a review of ethical risks and violations among Polish academics, pointing to the category of responsibility as crucial in the process of building an academic ethos.

18

The Religious Experience of the Church and the Experience of National Community in the Writings of Joseph Ratzinger–Benedict XVI

38%

Woźniak J. J.

Studia Gdańskie

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2019

|

issue 44

165-180

EN

The main subject covered in this paper is the coexistence of the religious experience of the Church and the experience of national community in the teaching of Joseph Ratzinger–Benedict XVI. The starting point is the understanding of experience in the writings of Joseph Ratzinger–Benedict XVI. In his view, experience manifests itself in three ways: through faith and liturgy, through testimony and through saints. This, in turn, translates to the national experience, which encompasses such areas as culture and academia, religious and universal values, natural law, family and education, and the principles of subsidiarity and solidarity in development and progress. The interdependence between the Church and the national community reflected in the works of Joseph Ratzinger–Benedict XVI highlights the need for these two institutions to work together towards the common good of those who constitute the Church and those who constitute the nation, regardless of their religious beliefs or political convictions. Throughout Cardinal Ratzinger’s teaching, one can observe that the religious experience of the Church provides a starting point for the national experience that manifests itself in the brotherhood of all people.

PL

Głównym zagadnieniem artykułu jest współistnienie doświadczenia religijnego Kościoła i doświadczenia wspólnoty narodowej w nauczaniu Josepha Ratzingera-Benedykta XVI. Punkt wyjścia stanowi rozumienie doświadczenia w pismach Josepha Ratzingera-Benedykta XVI. Doświadczenie to przejawia się w na trzy sposoby wiara i liturgia; świadectwo oraz świeci. to z kolei przekłada się na doświadczenie narodowe, które obejmuje następujące zagadnienia: kulturę i uniwersytet; wartości religijne i uniwersalne; prawo naturalne; rodzinę i wychowanie; oraz na zasadę pomocniczości i solidarności w rozwoju i postępie. Współzależność Kościoła jak i wspólnoty narodowej w nauczaniu Josepha Ratzingera-Benedykta XVI kładą nacisk na współpracę tych dwóch instytucji w dziedzinie dobra wspólnego tych, którzy tworzą Kościół oraz tych którzy tworzą naród nie zależnie od wyznawanej religii czy przekonań politycznych. W nauczaniu kard. Ratzingera, papieża Benedykta XVI widać, że doświadczenie religijne Kościoła stanowi punkt wyjścia dla doświadczenia narodowego, które widać we wspólnym braterstwie ludzi.

Refine search results

‘We Women Are No Good at It’: Networking in Academia

Procrastination, perfectionism, and locus-of-control in academic settings

Academia between Utopia and Dystopia: Francis Bacon, Ursula K. Le Guin, and Alasdair MacIntyre

Excellence and Gender Equality Policies in Neoliberal Universities

The degree of social and educational integration and absorption of Arab Bedouin female students in teacher training institutions in Israel

Women’s Social Capital in Academia: A Personal Network Analysis

Vědkyně v době pětiletek a v době soutěže : ženské vědecké dráhy před rokem 1989 a po něm

Szanse i ryzyka kształcenia online dla akademickiej relacji mistrz – uczeń

Are the Humanities No Longer Relevant in the 21st Century?

À la recherche de la vocation perdue. Plaidoyer pour l’enseignement de la littérature des siècles passés

Przywrócić imię własne…

Uniwersytet przyjazny osobom z autyzmem – dobre praktyki w Dublin City University

Czyn czy słowo - co leży u podstaw filozofii pierwszej?

Kształcenie tłumaczy-lokalizatorów – przegląd zagadnień oraz propozycja modelu nauczania przedmiotu „Lokalizacja”

Dzielenie się wiedzą i informacją w różnych dziedzinach nauki na polskich uczelniach

Erasing Polish Anthropology?

Protestancka etyka pracy w zawodzie nauczyciela akademickiego

The Religious Experience of the Church and the Experience of National Community in the Writings of Joseph Ratzinger–Benedict XVI