Women in Academic Economics: Have We Made Progress?

This study uses data from Academic Analytics to examine gender differences in promotion to associate professor in economics. We found that women in economics were 15 percent less likely to be promoted to associate professor after controlling for cumulative publications, citations, grants, and grant dollars. In contrast, we found no significant gender differences in promotion in other fields including biomedical science, physical science, political science, mathematics and statistics, and engineering. We separated the sample by the research intensity of institutions and found suggestive evidence that these results were being driven by less research-intensive institutions.

Perception towards online/blended learning at the time of Covid-19 pandemic: an academic analytics in the Indian context

PurposeDuring any crisis situation like a pandemic, war or natural disaster, online/blended learning could meet the academic needs of the learners in a bigger way. The use of information and communication technology (ICT)-based technologies has converted the entire teaching pedagogy to a learner centred pedagogy, following which the skills of using technology are to be seen as the most essential qualifications on the part of both the teachers/educators and learners. Therefore, the purpose of this paper is to understand the perceptions of the teachers and learners regarding the use of online/blended learning modes in teaching learning transactions. Another purpose of the paper being to find out the prospects and challenges of providing online/blended learning in a country like India, particularly during and in post-Covid-19 situations.Design/methodology/approachThe academic analytics approach was used for the study. A structured questionnaire was designed in Google Forms covering the perceptions of the teachers and learners in different Indian universities and colleges regarding online/blended services and analysis was done using Google Analytics. Further, analysis of the data received had been done by using simple statistical tool like percentage.FindingsBlended learning could be the solution for providing education in the context of the 21st century India. However, unlike in case of the conventional education, open education has widened the scope of learning adhering to the motto – “Bring your own device” to learn. The extensive use of open educational resources, massive open online courses, social media and meeting apps during the Covid-19 lockdown, has opened up the minds of the knowledge-hungry people, further enabling them to receive the necessary educational inputs, training and skills even during the current pandemic situation. This is going to have a big impact in the ways of educational transactions in the days to come.Research limitations/implicationsThe discussions in the paper are limited to a study of representative states of India, and it is a general study only. The sample size was limited to only 120 as the response rate was significantly low compared to the number of addressees to whom the questionnaire was sent.Practical implicationsThis study will help in understanding the present state of online/blended learning in a country like India. The use of online learning was no doubt intensified by the sudden outbreak of the Covid-19 Pandemic. However, the study will also help in preparing a roadmap, at the policy level, regarding the beneficial use of online/blended teaching learning models both by the teachers and learners during any future crisis-like situations in a country like India.Social implicationsThrough this paper, a new social constructivism has been visualised to know the acceptability of online/blended learning opportunities on the part of the teachers and learners across India. If that social constructivism can actually be realised through the benefits of online learning, India might emerge as one of the important leaders of education in the coming days. To that extent, the Covid-19 pandemic can be seen as a blessing in disguise.Originality/valueIt is important to examine the perceptions of both teachers and learners on the use of online learning in their regular curriculum transactions most particularly when the whole world is facing the brunt of the Covid-19 pandemic, which has adversely affected millions of learners across the world. The paper is original because it explores the current state of online/blended learning in a developing country like India to provide a practical and realistic vision of a new way of learning in the post-Covid-19 situations.

Solução de Academic Analytics focado em Instituições Comunitárias de Ensino Superior

O ambiente educacional está cada vez mais complexo e competitivo, muitos dados são gerados e necessitam ser tratados e interpretados com competência e agilidade. Nesse sentido, esse artigo tem como objetivo apresentar uma solução de Academic Analytics para apoiar a gestão de Instituições Comunitárias de Ensino Superior. A pesquisa teve abordagem exploratória e interpretativa. O método de pesquisa focou na prototipação. Inicialmente foi realizada uma Revisão Sistemática de Literatura para identificar publicações acadêmicas focadas em Learning Analytics e Academic Analytics com foco em gestão acadêmica, por fim foi desenvolvido um protótipo de um sistema de Academic Analytics integrando técnicas de Learning Analytics, onde são apresentados indicadores importantes as Instituições Comunitárias de Ensino Superior organizados em painéis de fácil acesso, visualização e entendimento, evidenciando as possibilidades de apoio a gestão acadêmica.

Knowledge Analytics

Big data has raised challenges and opportunities for the education sector. Educational analytics encompass a variety of computational techniques to process educational big data for effective teaching, learning, research, service, and administrative decision making. Learning analytics and academic analytics have been widely discussed in the literature of education; however, knowledge analytics have not been discussed in the educational analytics field. Knowledge analytics are a relatively new subject in the knowledge management area. Knowledge analytics lie outside of the definitions of learning analytics and academic analytics, and encompass analytical activities for knowledge management among educators in teaching, research, and services. This paper discusses potential applications of knowledge analytics in educational institutions and issues related to implementation of knowledge analytics in the educational environment.