Understanding academic culture and climate

1990 ◽  
Vol 1990 (68) ◽  
pp. 3-18 ◽  
Author(s):  
Marvin W. Peterson ◽  
Melinda G. Spencer
Keyword(s):  
Academic Culture ◽  
Culture And Climate

Academic Culture

2021 ◽  
Author(s):  
Zbigniew Drozdowicz
Keyword(s):  
Academic Culture

Longitudinal measurement of growth in definitional skill

1997 ◽  
Vol 24 (3) ◽  
pp. 603-625 ◽  
Author(s):  
BRENDA F. KURLAND ◽  
CATHERINE E. SNOW
Keyword(s):  
Low Income ◽  
Fourth Graders ◽  
Academic Culture ◽  
Individual Growth ◽  
Formal Schooling ◽  
Low Income Children ◽  
Longitudinal Measurement ◽  
Formal Definitions ◽  
Low Income Mothers

This study examines individual growth rates in definitional skill over a period of three to six years, for 68 low-income children. Children were asked to define words once a year at school, from kindergarten (youngest administration at 5;3) through fourth grade (oldest administration at 10;10). A plateau was observed between age nine and ten both for percent formal definitions (characterized by presence of a superordinate) and for the quality of formal definitions. The plateau was lower than the theoretical ceiling for these measures. However, the children appear to have attained ‘adult levels’ of definitional skill: forty-seven fourth-graders (aged 9;1 to 10;10) performed higher, on average, than their own mothers when giving definitions. These results support the notion that definitional skill is related to being part of an academic culture: low-income mothers, whose formal schooling is complete, generally do not give oral definitions to simple nouns as well as do their nine- to ten-year-old children.

scholarly journals ACADEMIC CULTURE AS A COMPOSITION OF NATIONAL INNOVATION SECURITY

2020 ◽  
pp. 48-53
Author(s):  
Олена Семеног
Keyword(s):  
Human Capital ◽  
Scientific Research ◽  
Academic Culture ◽  
Human Security ◽  
Education Institution ◽  
Research Activities ◽  
Technological Developments ◽  
Public Responsibility ◽  
The Individual ◽  
The University

The article describes the essence and content of academic culture as a significant component of national innovation security. The semantic and terminological analysis of the key concepts of the research like «national security», «human security», «human security of humanity», «human capital» were carried out. The concept of «innovative security» is described as a stable, effective provision of country’s innovations in the economy, creation of conditions for modernization of industries, development of priority areas of fundamental and applied scientific research, technical and technological developments that ensure the competitiveness of the country.It was proved that main features of academic culture are the culture of study at the university, ethical values, traditions, norms, rules for conducting scientific research; scientific linguistic culture, professional subculture of the scientific community; social, moral responsibility for the process and results of the research which is formed in the cultural and educational space of higher education institution. The cultural and educational space of the university is described as a component of the development of human capital and one of the factors of national innovation safety. It is noted that universities must clearly show the values of educational services, be centers of academic culture, act on the principles of academic freedom, public responsibility, respect for human dignity and support adherence to academic integrity in research activities. The formation of the researcher’s academic culture in the conditions of the university’s cultural and educational space is defined as a complex, multidimensional, phased process of qualitative changes in the psychological sphere of the individual, taking into account the main provisions of the theory of activity, intercultural communication; the ideas of a humanistic, acmeological paradigm; concept of continuous pedagogical education.

scholarly journals Academic Culture in Doctoral Education: Are Companies Making a Difference in the Experiences and Practices of Doctoral Students in Portugal?

10.28945/4665 ◽  
2020 ◽  
Vol 15 ◽  
pp. 685-704
Author(s):  
Patrícia Silva Santos ◽  
Maria Teresa Patrício
Keyword(s):  
Identity Formation ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Well Being ◽  
Academic Trajectories ◽  
The Future ◽  
Hybrid Trajectories

Aim/Purpose: This article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background: The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology: The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution: The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Findings: Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners: It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in university-business collaboration also can improve students’ well-being in this process. Recommendation for Researchers: Researchers should consider the processes of interaction and negotiation between academic and business sectors and actors. It is important to understand and analyse the trajectories and experiences of PhD students in doctoral programs and in university-company collaborations, since they are the central actors. Impact on Society: This analysis is relevant to societies where policy incentives encourage doctoral programs to collaborate with companies. The PhD is an important period of socialization and identity formation for researchers, and in this sense the experiences of students in the context of collaboration with companies should be analyzed, including its implications for the professional identity of researchers and, consequently, for the future of science inside and outside universities. Future Research: More empirical studies need to explore these processes and relationships, including different national contexts and different scientific fields. Other aspects of the academic and business trajectory should be studied, such as the decision to pursue a PhD or the focus on perceptions about the future career. Another point that deserves to be studied is whether a broader set of experiences increases the recognition and appreciation of the doctoral degree by employers inside and outside the academy.

scholarly journals Academic Culture and Ethics in the Profession of Teaching, Learning, and Research

2015 ◽  
Vol 20 (1) ◽  
Author(s):  
R.A. Akindele
Keyword(s):  
Good Governance ◽  
Academic Culture ◽  
University System ◽  
Teaching And Research ◽  
Character Building ◽  
Nigerian University ◽  
Teaching Learning ◽  
Scarcity Of Resources ◽  
Rules Of The Game ◽  
Conducive Environment

This article provides deep insights into the nature and dynamics of academic culture in the Nigerian university system. Academic culture is generally conceived as the established tradition, procedure, practices, etiquette, ethics and rules of the game in the conduct of teaching, learning and research. Collectively, these elements provide a conducive environment for the generation/creation, transfer, dissemination and application of knowledge and management of teaching and research industry in support of sustainable development. Consequently, this article posits that the building of academic culture to promote, achieve and sustain the realization of the mission of any university is a huge task, even if scarcity of resources does not constitute too tight a limiting handicap. It is only a mature academic environment, nourished and fertilized inter alia by ethical foundations, democratic and good governance, and conventions and practices that can give birth to a healthy teaching and research culture, sustain and protect it from every form of degradation. For this to be possible, such a mature academic culture has to venerate and choose the lifestyle of commitment, particularly to the following: scholarship and knowledge; objectivity and truth; tolerance and character building; criticism and dissent; staff students cooperation and collegiality, all of which are in the service of development.

scholarly journals Humanistic Inclusion: The Case for the Humanities in the Gulf

2008 ◽  
Vol 5 (2) ◽  
pp. 26-37
Author(s):  
Christopher K. Brown
Keyword(s):  
Identity Politics ◽  
Academic Culture ◽  
Culture Wars ◽  
Lifelong Learners ◽  
The Past ◽  
Knowledge Based ◽  
Human World ◽  
Growth Change ◽  
Globalized World ◽  
Significant Weakness

One potential lesson to be learned from the academic “culture wars” of the past few decades, regardless of which position one prefers, is that the humanities as a discipline continue to matter, perhaps more so than ever in a multi-cultural, globalized world. The systematic marginalization, even elimination, of the humanistic disciplines available represents a significant weakness for education in the Gulf; bolstering the study of the humanities – including literature, philosophy, and art history – offers a proven route towards achieving certain goals publicly avowed as priorities for education in the region. This paper proposes that engaging the humanities builds an awareness and appreciation of otherness; encourages abstract (critical) thinking; fosters language development; and, perhaps most importantly, asks students to be inspired by great ideas beautifully rendered. To become a knowledge-based society, a culture of reading deeply and independently needs to be cultivated. To empower students to become lifelong learners requires that they are, by default, lifelong readers. Furthermore, I propose that in an unsettling time of growth, change and challenges in the region, there is a reassuring possibility for humanistic inclusion that transcends the standard categories of identity politics. Students in the Gulf, just as readers everywhere else in this human world, can be shown that there is more to unite us than to divide us.

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