In modern academic career systems there are a large number of entry positions, much smaller numbers of intermediate positions, and still fewer full professorships. We examine how this system has developed in Germany, the country where the modern academic system was introduced, tracing the historical development of academic positions since the early 19th century. We show both a differentiation and professionalization. At first, professorships and private lecturer positions were the only formal positions, but later, lower formal (...) academic positions emerged. Over the whole period, the share of higher academic positions steadily decreased. This differentiation process was closely connected to professionalization: remuneration through salaries was extended from professors to almost everyone working in the German academic system. We propose that the process of differentiation and professionalization was induced by the expansion and democratization of higher education. Finally, our study shows that the opportunities for PhDs to obtain salaried doctoral positions have increased since the 1950s. On the other hand, opportunities for PhDs to become a professor or obtain another tenured job have decreased since the 1980s due to a slowdown of higher education expansion. (shrink)

Interdisciplinarity is often framed as crucial for addressing the complex problems of contemporary society and for achieving new levels of innovation. But while science policy and institutions have provided a variety of incentives for stimulating interdisciplinary work throughout Europe, there is also growing evidence that some aspects of the academic system do not necessarily reward interdisciplinary work. In this study, we explore how mid-career researchers in an environmental science research center in Sweden relate to and handle the distinct (...) forms of uncertainty that arise from conflicting institutional and policy impulses. Our material suggests that interdisciplinary academics are often confronted with and at times themselves operate with a surprisingly dichotomous, value-laden view of their research practice. Disciplinarity is primarily associated with the ideals of scientific rigor, while interdisciplinarity becomes conflated with application-oriented work and a lack of ‘theory.’ We also draw attention to the underlying practical dynamics that reproduce this tension and entangle it with the very process of academic socialization. Specifically, we analyze the ambivalent consequences of the various work-arounds that researchers rely on to carve out opportunities for ongoing interdisciplinary research within heterogeneous funding landscapes. These tactics turn out to be undermined by the overriding normative power of formal career incentives at universities, which continue to emphasize the ideals of the individual high-performing academic who publishes in disciplinary journals and attracts the most selective grants. Under such circumstances, the work-arounds themselves become an insidious mechanism that allows researchers to stay in academia but systematically marginalizes their voices and epistemic ambitions in the process. (shrink)

ABSTRACTMax Weber´s sober inventory of academic life and his prophetic vision of its ‘Americanization’ highlight the impact of societies on scientific knowledge production and academic careers. Lik...

This article draws on data from a qualitative research study undertaken in an old UK university with the main aim of investigating the issue of the gender dimension of academic careers. It examines the idea of an individualistic academic career that demands self-promotion, which is still used as a measure of achievement by those in senior positions. However, there is a basic contradiction. While this idea is upheld, men simultaneously gain by an in-built patriarchal support system. They (...) do not have to make a conscious effort to be helped by it, thereby perpetuating the cultural hegemony of individualism. Women are not admitted to this support system, and if they are seen as needing or wanting to set up their own system, this is viewed as a weakness. The answer appears to be for women to strategically harness feminist ways of working in a collaborative and supportive way. (shrink)

The satisfaction of doctoral students is very important for the quality of higher education. Based on two-factor theory, this study used a person-centered approach to examine possible doctoral student satisfaction profiles. In total, 4,964 participants were included in the study, and the results of latent profile analysis showed that they could be classified into four subgroups: the low-motivation–low-hygiene group, the low-motivation–high-hygiene group, the high-motivation–low-hygiene group, and the high-motivation–high-hygiene group. Analyses showed that the PhD students differed significantly in their satisfaction-profile membership (...) depending on their gender, age, country, study-abroad status, work status, and caring responsibilities. Specifically, male students, younger students, and students studying abroad tended to be more satisfied with both motivation and hygiene factors. Besides, regarding maintaining and stimulating doctoral students’ academic career enthusiasm, motivation factors can compensate for the negative impact of the absence of hygiene factors, not the other way around. Therefore, it can be seen that two-factor theory has a certain explanatory power for changes in academic career enthusiasm, but it must be adjusted in a certain way considering the special characteristics of the population. (shrink)

This paper investigates how the credit incentive to engage in questionable research practices interacts with cumulative advantage, the process whereby high-status academics more easily increase their status than low-status academics. I use a mathematical model to highlight two dynamics that have not yet received much attention. First, due to cumulative advantage, questionable research practices may pay off over the course of an academic career even if they do not appear attractive at the level of individual publications. Second, because (...) of the role of bottleneck moments in academic careers, questionable research practices may be selected for even if they do not provide a benefit in expectation. I also observe that, within the model, the most successful academics are the most likely to have benefited from fraud. -/- This paper has been published under a different title. See PhilPapers record HEECAA or DOI 10.1086/716235. (shrink)

Motivated by a current development in the physics community, this paper introduces the notion of a least interesting unit in research as an investigation that is just interesting enough to pursue. A new general maxim for science is then that a researcher should pursue as many LIUs as possible. Although fulfilling this maxim enhances one’s perspective for a career in the present publish-or-perish academic world, in particular when simultaneously publishing one’s results in the form of as many least (...) publishable units as possible, this paper concludes that it is an example of an unethical practice: it may undermine scientific progress, it may lead to a waste of valuable resources, and it may contribute to an erosion of norms and values in science. (shrink)

Doctoral graduates in philosophy are an excellent source of information about the discipline: they are at the cutting edge of research trends, have an inside view of researchfocused departments, and their employment prospects provide early insights on the future health of the discipline. We report on the results of a survey sent to recent PhD graduates and current students, as well as data gathering efforts by Academic Placement Data and Analysis that have taken place over the past ten years. (...) In this report we especially focus on demographic representation, program ratings, academic job placement, and non-academic careers. (shrink)

The prevailing metaphor for understanding the persistence of gender inequalities in universities is the “chilly climate.” Women faculty sometimes resist descriptions of their workplaces as “chilly” and deny that gender matters even in the face of considerable evidence to the contrary. I draw on interviews with women academics to explore this apparent paradox, and I offer a theoretical synthesis that may help explain it. I build on insights from Ridgeway and Acker to demonstrate that women do experience gender at work, (...) but the contexts in which they experience it have implications for how they understand gender’s importance and whether to respond. Specifically, I find that women are likely to minimize or deny gender’s importance in interactions. When it becomes salient in structures and cultures, women understand it differently. Placing gender in organizational contexts can better inform our understanding of gender inequality at work and can help in crafting more effective efforts to foster gender equity. (shrink)

The persistent gender inequalities in higher education are an ongoing concern among academics. This paper investigates how male and female academics perceive the need for gender-related changes to support academic women’s career advancement in China. Drawing on 40 interviews with male and female academics at a leading Chinese research university, this paper finds that attitudes among male academics were overwhelmingly negative toward the necessity for gender-related changes, whereas the female academics’ responses varied. Two underlying issues cause the relatively (...) similar degrees of unwillingness of men and women to make gender-related policy changes at universities. First, these academics had a strong belief in merit-based rules for promotion, which embedded gender blindness in the name of ‘fairness’. Second, the power of individual choice was the determining factor for women’s career progression, although both men and women acknowledged that their traditional cultural beliefs were rooted in processes and practices that systematically disadvantaged women. The findings expose academics’ low expectations for the successful creation or implementation of institutional policies that support academic women’s career development, considering that male academics did not support gender-related changes, and female academics were not united in their perspectives. In addition, socio-cultural norms were a critical obstacle. The findings suggest that the successful implementation of any gender policies must meet two conditions: they should stress equal opportunities for both sexes and should not jeopardize the perceived ‘fair’ meritocracy in academia. (shrink)

This article compares the career trajectories and mobility patterns of Nobel Laureates in economics with those of highly cited sociologists to evaluate a theory advanced by Richard Whitley that postulates a nexus between the overall intellectual structure of a discipline and the composition of its elite. The theory predicts that the most eminent scholars in internally fragmented disciplines such as sociology will vary in their departmental affiliations and academic career paths, while disciplines such as economics with strong (...) linkages between specialties and shared standards of excellence will be dominated by a more homogeneous elite. The comparison provides strong empirical evidence in favor of Whitley’s theory. The careers of the most eminent economists are closely tied to the top five departments of the discipline, whereas the career pathways to eminence in sociology are largely unpredictable. (shrink)

This article presents narratives from 13 Indigenous early career academics (ECAs) at one university in Auckland, New Zealand. These experiences are likely to represent those of Indigenous Māori and Pasifika ECAs nationally, given the small, centralised nature of the national academy of Aotearoa New Zealand. The narratives contain testimony, fictionalised vignettes of experience, and poetic expressions. Meeting the demands of an academic role in one’s first years of working at a university is a big deal for anyone; the (...) extra pressures and challenges for Indigenous Māori and Pacific staff are immense, yet little understood by White ‘others.’ A writing workshop was the initial catalyst of this collective writing project. Through these insider narratives, this article presents a collective description of, and response to, the experience of Māori and Pasifika early career academics. (shrink)

The role of competitive funds as a source of funding for academic research has increased in many countries. For the individual researcher, the receipt of a grant can influence both scientific production and career paths. This paper focuses on the importance of the receipt of a research grant for researchers’ academic career paths utilizing a mixed methods approach that combines econometric analysis with in-depth qualitative interviews. The analysis has novel elements both in terms of its subject (...) (impact of funding grants on individuals’ academic career paths) and approach. The results of this study indicate that while research grants have a positive impact on the research performed under the grant itself, there are very important secondary effects on research performance through positive effects on academic career advancement. The probability of obtaining a full professorship for grant recipients is almost double that for rejected applicants, 16 percent compared to 9 percent. The probability for career advancement in general is about 9 percentage points higher for grant recipients. Qualitative interviews support these quantitative results by providing insights into how grants impact research careers, through heightened status, recognition, networking and other factors. (shrink)

Modern physics encompasses theoretical and experimental research divided in subfields with specific features. For instance, high energy physics (HEP) attracts significant funding and has distinct organizational structures, i.e., large laboratories and cross-institutional collaborations. Expensive equipment and large experiments create a specific work atmosphere and human relations. While the gender misbalance is characteristic for STEM, early-career researchers are inherently dependent on their supervisors. This raises the question of how satisfied researchers with working in physics are and how different subgroups – (...) female and early-career researchers – perceive their work environment. We empirically investigated job satisfaction and satisfaction with the academic system among physicists (N=123) working in large laboratories, universities, and independent institutes. The scale for measuring the satisfaction with the academic system in physics yielded three factors: experience of research autonomy, opportunities to use one's knowledge, and appreciation of the research by the general public. The results show that physicists are less satisfied with the academic system than with their work environment. Moreover, female scientists and junior researchers experience their jobs more negatively. The results emphasize the need for improving work and research conditions for underprivileged groups in physics. Interestingly, no significant effect was found between different types of academic institutions and general job satisfaction. Finally, physicists felt that their work has not been well understood by the public. (shrink)

Academic mobility is usually perceived and discussed as a positive phenomenon — as a prerequisite for building a competitive and successful economy and quality science. Academic mobility has now become essential to building a successful academic career in many research domains. On the policy level the negative impact of academic mobility on researchers’ lives and especially women’s is usually overlooked and marginalized. In my paper I focus on academic mobility in the context of academics’ (...) relationships and family lives. I ask two research questions: What is the impact of mobility on researchers’ relationships? How does mobility affect the lives of the partners of mobile researchers? The analysis is based on i) 16 in-depth interviews with academics from various fields of research about their experiences of long-term fellowships abroad in the early stages of their academic path and on ii) 16 in-depth joint interviews with Czech dualcareer academic couples. The analysis shows that academic mobility has a great and significant impact on the family and partnership lives of migrating researchers. For many, especially the partners of migrating researchers, mobility means they have to make many concessions in their private and family lives. I conclude that the impact of academic mobility on people’s partnership lives is highly gendered because couples’ work and family lives are closely intertwined. (shrink)

The dual career allows elite athletes to attain their maximum competitive and academic performance, but the COVID-19 pandemic hindered their development and changed their perception of the importance given to the sporting and educational environment. For this reason, the aim of the present study was to determine the differences in the motivations and perceived barriers, the importance given to academic qualifications, and the perception of the dual career from a multifactorial perspective, of elite athletes according to (...) sex, type of sport practiced, job performance, time of sports career, type of athlete, and type of scholarship received. A total of 100 student-athletes participated in the research study by completing the “Perceptions of dual career student-athletes” questionnaire. The results showed that athletes from individual modalities and those who did not receive any scholarships described more barriers. In addition, women studied more because they enjoyed it ; athletes from individual modalities studied to work later ; athletes who do not work perceived a greater influence between study and sports performance ; at the beginning and at the best stage of their sports career, a greater influence of academics on performance was perceived ; and athletes who considered themselves professionals, and athletes who did not receive any scholarships, reported that the conciliation between sports and academic life was difficult. The results obtained point to the importance of dual career scholarships for student-athletes, as well as the need for the programs implemented for these athletes to consider sex, sport modality or type of scholarship granted. (shrink)

This study aimed to investigate the student-athletes' capability to face the academic, sport, and social challenges during the coronavirus disease 2019 (COVID-19) lockdown and to disclose novel aspects of dual careers. A 32-item online survey encompassing demographic characteristics, sport and university engagement, support and dual-career benefits, physical activity, sitting time, and the time deemed necessary to recover the previous level of performance was developed. Four hundred sixty-seven student-athletes (males: 57%, females: 43%) from 11 countries, competing in 49 different (...) sports (individual: 63.4%, team: 36.6%) at regional (17.5%), national (43.3%), and international (39.2%) levels, and enrolled at high school (21.9%) and university (78.1%) levels completed the survey. During the lockdown, the respondents decreased the time dedicated to sport and academics, although they maintained an active lifestyle. Student-athletes from countries under severe contagion were more likely to train at home, dedicate to academics, and receive support from the coach but less likely receive support from their teachers. With respect to their team sport counterparts, athletes competing in individual sports trained more and were more likely to receive support from their coaches. International athletes showed the highest training time and support from their coaches and as student-athletes. High school students received more support from their coaches and teachers, whereas university students were more likely considering dual careers useful to cope with the COVID-19 pandemic. This study substantiates the relevant role of competitive sports participation in the maintenance of active lifestyles, with student-athletes considering home training and e-learning valuable resources during the lockdown. Furthermore, their sport and academic commitments helped student-athletes cope with the emergency of the COVID-19 pandemic. (shrink)

Academic mothers perform intersected roles. They carry out their profession in workplaces, while they take the “second shift” of motherhood back to their families. The contested expectations in family and career built by the heterosexual matrix cause tension to academic mothers. We qualitatively investigate the interview data of six Chinese women academics on how they perform to negotiate their motherhood and academic work in the context of Chinese higher education, driven by the Butlerian theoretical concept of (...) the heterosexual matrix. The findings suggest that Chinese academic mothers play a zero-sum game between being mothers and being academics, deriving from their ontological responsibilities of motherhood. We conclude that in the masculine academia, these women academics help maintain the heterosexual matrix by satisfying the gender normativity when they negotiate their performances in their family and career; meanwhile, most have developed some strategies to achieve their career advancement. (shrink)

We analyze a series of interviews with Estonian humanities researchers to explore topics related to the beginning of academic careers and the relationships with supervisors and mentors. We show how researchers strive to have meaningful relationships and produce what they consider quality research in the conditions of a system that is very strongly oriented towards internationalization and project-based funding, where their efforts are compromised by a lack of policies helping them establish a stable position in academia. Leaving researchers to (...) face these obstacles alone places a great burden on them and may lead to a loss of talent in academia. Identifying and addressing these issues is thus important for both the well-being of early career researchers and the future of academia. (shrink)

Entering graduate school -- An academic career or not? -- Being an assistant professor -- Academic midlife -- The endgame.

Personal stories and concrete advice for how to make the transition from an academic career to the larger marketplace of careers from those who have successfully done it.

This study investigated Iranian language students’ perception of and familiarity with plagiarism, their attitudes toward their professors regarding this issue, and their reasons for doing so. The participants were 122 undergraduate and graduate language students in Translation, Literature, TEFL, and Linguistics who filled out a validated and piloted questionnaire. Overall, the results indicated that students had different views about the definition of plagiarism and plagiarism was mostly perceived by students as using someone else’s words as if they were their own (...) rather than taking someone’s ideas without permission. It was also found that in their academic career, students mostly consider copying a completed assignment of their friend as an act of academic dishonesty. In addition, they mostly argued that professors at universities guess about who might have done plagiarism instead of checking it themselves and they used different strategies to detect plagiarism. The study also indicated that Iranian students had different reasons for plagiarism but they mostly plagiarize because of easiness of plagiarism. Finally, the results of the survey showed that the majority learned about plagiarism from their university professors. (shrink)

This study focused on the role of program curriculum in building social skills and sports coaching in academic and career development in terms of sports humanities and sociology. Social skills coaching and sports coaching for the students are two significant factors that need to be considered by the universities around the globe to improve the organizational climate, which ultimately lead to better student’s career and academic development. This study utilized data from 308 members of the sports (...) federation enrolled in different programs in the universities in China through a questionnaire for investigating such influencing factors. The data were analyzed using the structural equation modeling technique using SmartPLS. This study found a substantial relationship of social skills with academic development and organizational climate. The relationship of sports coaching with organizational climate and career development is also discussed in this study. Furthermore, the organizational climate acts as a partial mediator between sports coaching and career development. However, this study revealed that organizational climate had an insignificant relationship with academic growth and organizational climate did not mediate between social skills coaching and educational development among students. While hiring the sports personnel, universities must consider the coach’s competency using effective methods such as physical tests, preassessments, and psychological tests. Second, the universities in China have to develop a culture of social skills and sports to improve academic and career development. (shrink)

This study investigated new avenues for understanding the association between parental autonomy support and academic engagement among Chinese secondary vocational students based on Self-Determination Theory and Career Construction Theory. We highlighted the mediator role of career adaptability and career decision-making self-efficacy in the relationship between parental autonomy support and academic engagement. Using self-reported data from 1,930 secondary vocational students in a city in Central China, we performed correlation analysis and mediation analysis by using SPSS and (...) Mplus. The results revealed that parental autonomy support was positively associated with students’ academic engagement. Moreover, as an adaptability resource and adapting response, career adaptability and career decision-making self-efficacy played mediating roles between parental autonomy support and academic engagement. These findings offered crucial empirical evidence for understanding the association between parental support and academic engagement among Chinese secondary vocational students. Meanwhile, it also validated the application of Career Construction Theory in a sample of secondary vocational students in China and provided constructive insights for implementing diverse support measures to boost their academic and career development. (shrink)

Scientific communities expect early career researchers to become intellectually independent and to develop longer-term research plans. How such programs emerge during the early career phase is still poorly understood. Drawing on semistructured interviews with German ECRs in plant biology, experimental physics, and early modern history, we show that the development of such a plan is a research process in itself. The processes leading to IRPs are conditioned by the fields’ epistemic practices for producing new knowledge. By linking the (...) conditions under which ECRs work to the epistemic properties of their IRPs, we identify mechanisms that produce these programs and conditions facilitating or hindering the operation of these mechanisms. (shrink)

Studies about women’s underrepresentation in the U.S. science, technology, engineering, and mathematics academic workforce have flourished in the past decade. Much of this research focuses on institutionalized gender barriers and implicit biases, consistent with theorizing about how work organizations disproportionately benefit men, white people, and other systemically advantaged groups. But to what extent do faculty most likely disadvantaged by systematic inequities actually perceive “barriers” to equity in the context of their own work lives? What might the repercussions associated with (...) variation in perceptions about inequity be, especially within institutions of higher education actively pursuing equity agendas under such programs as the National Science Foundation’s ADVANCE program? Using interview data from 53 STEM women faculty working at a university that received a 5-year NSF ADVANCE IT award, we examine the range of views held among women scientists about the extent to which opportunity and success are a function of meritocratic versus nonmeritocratic processes. Findings show that almost a third of participants held the view that opportunities and advancement are primarily a function of meritocratic processes. We discuss implications of these findings for broader institutional efforts to reduce inequities in academic STEM. (shrink)

In this paper we evaluate and confirm the effectiveness of including curriculum training on career management as a component of university studies. The behaviour of the students in this study was modified by the uncertainty created by the crisis in the labour market due to the pandemic.Our results confirm that universities need to develop the generic and academic skills demanded by the labour market in order to provide their students with comprehensive training while also taking joint responsibility for (...) developing their students’ career management skills. (shrink)

Career sustainability is a well-researched issue in academics and other sectors. Technology advancements and COVID-19 have jeopardized career sustainability. Numerous studies have explored the influence of individual characteristics on career sustainability, but few have focused on leadership. In addition, cultural factors must be considered because leadership is rooted in culture. In particular, inclusive leadership reflects traditional Chinese culture. Therefore, based on self-determination social exchange theories, we analyzed the effects of inclusive leadership on career sustainability as well (...) as the roles of thriving at work and supervisor developmental feedback in career sustainability. In total, 363 samples were collected from China. The results revealed that inclusive leadership improves career sustainability through SDF and thriving at work. Theoretically, our study fills the research gap and establishes a mechanism and theoretical framework for inclusive leadership and career sustainability. Practically, we offer guidance for enterprises to cultivate inclusive leadership and improve career sustainability. (shrink)

The aim of the present research was to assess elite student-athletes’ perception of the dual career during the lockdown caused by the coronavirus disease 2019 pandemic, compared with a group of elite student-athletes who could develop their dual career under normal conditions. A total of 150 elite athletes who were also undergraduate or postgraduate students self-completed the “Perceptions of dual career student-athletes ” questionnaire. From them, 78 did it during the mandatory lockdown period due to the state (...) of emergency caused by COVID-19 and 72 completed it in the previous year to Rio 2016 Olympic Games. The COVID-19 group was found to spend a significantly higher number of hours per week studying, while no significant differences were observed between groups in any training time variable. Student-athletes of the COVID-19 group showed better perception of whether their sport career could help them cope with their academic career and better general perception of remote learning and the use of tasks and videoconferencing as learning support tools. A lower percentage of athletes of the COVID-19 group than of the control group wished to continue with their sport career once they finished their studies. To conclude, student-athletes of the COVID-19 group show adaptations with regard to the organization of their studies and the importance they give to them and to the services provided by dual-career programs, compared with student-athletes from an ordinary pre-Olympic year. In general, student-athletes’ perception of the dual career is very positive. (shrink)

Academic internships are increasingly common in other disciplines, but have not been discussed or implemented widely in the discipline of philosophy. This article fills this gap by discussing the potential benefits of philosophy internships and addressing two important questions: whether there is something different about philosophy—possibly its abstractness, versatility, or what I refer to as “pluripotency”—that renders the benefits of internships out of reach for many philosophy students, and whether philosophy faculty should be responsible for developing and implementing philosophy (...) internships. In this article, I argue that there is nothing about the discipline itself that prevents philosophy majors from experiencing the benefits of academic internships and that, among the different possible internship coordinators, philosophy faculty bear primary responsibility for developing academic internships in philosophy and assisting philosophy students as they transition from college to professional career. (shrink)

Academic internships are increasingly common in other disciplines, but have not been discussed or implemented widely in the discipline of philosophy. This article fills this gap by discussing the potential benefits of philosophy internships and addressing two important questions: whether there is something different about philosophy—possibly its abstractness, versatility, or what I refer to as “pluripotency”—that renders the benefits of internships out of reach for many philosophy students, and whether philosophy faculty should be responsible for developing and implementing philosophy (...) internships. In this article, I argue that there is nothing about the discipline itself that prevents philosophy majors from experiencing the benefits of academic internships and that, among the different possible internship coordinators, philosophy faculty bear primary responsibility for developing academic internships in philosophy and assisting philosophy students as they transition from college to professional career. (shrink)

Although Olympic athletes are celebrated for their sports achievements, they often face serious difficulties in their post-sport career employment. Factors of development that are affecting the quality of post-sport career transition of Olympic athletes are important to acknowledge in the dual career development perspective. Due to the side lining of academic activities, athletes are often not well prepared for the labor market. If they do not gain sufficient financial background in their careers, it can lead to (...) a lack of proper economic inclusion of athletes in their post-sport career employment and further impact their lives. Career transitions of athletes have been the subject of research in different aspects of DC support, but most research is linked to the student-athlete DC perspective. Therefore, the aim of our research was to examine the impact of factors directly contributing to the quality of the post-sport career transition in Slovenian elite and Olympic athletes and the social class position and employment of these athletes after the termination of their sports career. From DC support practice, we learned that although athletes often have a proper level of education, their post-sport career transitions were not successful. To fill this gap, 168 elite athletes from Slovenia were asked to complete online questionnaires. The results showed a significant contribution of education and DC support-related finances to the quality of post-sport career transition. Regarding developing a national DC model and based on empirical research, this study identifies the social class position and employment status of former elite athletes from Slovenia. It also identifies opportunities for further research on the quality of the post-sport career transitions and perspectives on DC support. Understanding how different factors contribute to the integrated development of individual athletes to reach their potential in sports, education, and their post-sport career employment is important for theorists, DC practitioners, and stakeholders working with DC athletes. To develop a sufficient mechanism, DC support providers should consider supporting education along with the financial support of athletes during their sports careers and recognizing study-training ecosystems, based on good practices to successfully transition to their post-sport careers. These findings can also be useful for athletes and their athletic triangle support network as a support in the decision-making. (shrink)

The onset of the electronics-based information revolution will augur changes in the sociological perceptions of 'suitable careers' for women. This phenomenon is particularly evident in rural Appalachia. A planned, systematic delivery system was designed, developed, and implemented by Southwest Virginia Community College to introduce women to the challenges and possibilities of technical careers. This was accomplished through a gradualized phase-in to Technological Literacy, followed by in-depth involvement, culminating in an industrial internship experience. A special curriculum was designed to ease the (...) transition of the women, most of whom were homemakers, into the fast-paced mainstream of the academic environment. Duration of the introductory segment was one academic quarter. All project participants were clustered in a peer group, led by the project director, a trained counselor. In addition to a central course on Career Directions for Women, the program design emphasized Industrial Dynamics, the variety of uses possible with "user-friendly" microcomputers, Computer-Assisted Drafting, Electronics Instrumentation, Mathematics and Communications. Field experiences and visits to area industries were integrated into the program plan, as were visits from women who had achieved success in technical careers. Particular efforts were made to arrange for visits by the limited number of women alumni from the college's technical programs. Students were then mainstreamed into a regular program in Electronics or Computer Aided Drafting in the intermediate segment. Students are given a closer look at the industrial sector in the final segment. An examination of the social structure in Appalachian Virginia is presented, together with an albeit tentative prediction of the implications for female wage earners in this highly traditional region, so dependent heretofore on coal mining. Finally, the concept of whether this effort will lead to evolution, rather than revolution, is discussed. While covering a somewhat homogeneous and unique population cluster, the action blueprint outlined can be applied to other population groups in the U.S. and abroad. (shrink)

Since the 1980s scholars have been increasingly confronted with expectations to orient themselves toward societal and economic priorities. This normative demand for societal responsiveness is inscribed in discourses aimed at increasing the usefulness, competitiveness, and control of academia. New performance criteria, funding conditions, and organizational forms are central drivers of this debate – thereby, they change the conditions in which scholars conduct research and advance their careers. However, little is known so far about the impact these institutional changes have on (...) the habitus of academics. This article analyzes how stable and consistent habitus formations among academics turn out to be in the course of institutional changes. We compare the habitus formations of two generations of German scholars before and after institutional changes gained pace in Germany. Three distinct habitus formations can be identified, which we refer to as “self-fulfilling,” “self-surpassing,” and “self-asserting.” These habitus formations hold across the two generations, but the lines between them become blurry in the new generation. (shrink)

Academic dishonesty (AD) is a threat to quality education, ethics of professional practices and career outcomes. Psychopathy is connected to AD. This study investigated whether academic confidence (AC) mediates the relationship between psychopathy and AD. University students (N = 335, mean age = 18.38 years) completed measures of relevant variables, in addition to providing demographic details. Results of statistical analysis showed that AC mediated the association between primary psychopathy and AD. Considering the extent of students' belief, trust (...) and expectation that they can execute their academic tasks by themselves could be important target in enhancing ethical behaviors among students. (shrink)

"This engaging collection of recent essays reveals how a professorial career involves not only pursuit of a scholarly discipline but also such unwelcome features as the trials of graduate school, the tribulations that may arise in teaching, and the tensions that may develop from membership in a department. The author, who enjoyed a distinguished career as a professor of philosophy and senior university administrator, draws on his extensive experience to offer candid advice about handling the frustrations of (...) class='Hi'>academic life. Combining philosophical principles, practical concerns, and personal observations, this book serves as a reliable guide for both new and veteran academics as well as for anyone seeking to understand the inner workings of colleges and universities"--. (shrink)

The book asks how we can make sense of career paths for PhD graduates, something that has rarely been systematically studied. It offers a coherent synthesis of the empirically-based insights that arose from the experiences of 48 early career researchers, who were participants in a 10-year qualitative longitudinal research program. The book has the power to inform other researchers’ conceptual and methodological approaches to the study of post-PhD career trajectories. The authors draw on the conceptual lens of (...) ‘identity-trajectory’, which emerged from their research program, to examine the decision-making processes underpinning the careers of PhD graduates, whether contingent researchers and teachers, assistant professors within the academy or professionals elsewhere. The book highlights the role of personal agency in negotiating academic and non-academic work and careers within broader personal lives. It will be compelling reading for researchers and students working in the areas of Education and Sociology, particularly those with an interest in examining career development and decision-making. (shrink)