Largely missing from the debate about the growth of alt-right-ish movements and cultural currents, argues our Daniel Nehring, is sustained engagement with the consequences of the shifts that are currently underway in education.
Britain’s recent general election has been the first step towards a long-overdue public debate on the social consequences of austerity and growing socio-economic inequality. What does this sea change mean for British academia?
In academic institutions that value hierarchies and compliance and seek to understand scholarship in terms of its economic value, argues our Daniel Nehring, there is little space for a discipline that aims to critically interrogate the intersections of structure and agency and the social production of inequalities.
Sociology today, argues our Daniek Nehring, is defined by a fundamental contradiction between its everyday labor practices and its imaginary ethos.
In the wake of the Brexit vote, our Daniel Nehring insists, academia’s arguments in favor of an open society have remained surprisingly weak.
With the increasing indications that Britain is growing colder to migrants in the wake of Brexit, Daniel Nehring asks what that means specifically for academics from the European Union in the UK.
The never-ending audit makes a crucial point about the ways in which power structures have shifted within universities, argues our Daniel Nehring. In effect, it suggests the death of the ideal of the autonomous scholar-researcher-teacher.
Public conversations about Britain’s EU membership could have involved wide-ranging discussions of British and European politics, economics and society, argues our Daniel Nehring. They did not. Instead, they were dominated by oversimplifications, stereotypes and lies.
Drawing on discussions with academics who have oriented their work around public engagement and social impact, Daniel Pearson suggests these academics present an opportunity to rethink the existing structures of reward and recognition in higher education. “We are, as a species, addicted to story,” says English professor Jonathan Gottschall in his book, The Storytelling Animal. “Even when the […] Tom Burns, whose combination of play — and plays – with teaching in higher education added a light, collaborative and engaging model […] A 2024 report by the National Academies explores the latest advances in artificial intelligence (AI) technology and their potential effects on economic productivity, job stability, and income inequality. It also highlights key research opportunities and data needs to help workers and policymakers adapt to the evolving AI landscape. In this post, co-authors Frank T. Piller, Tucker J. Marion, and Mahdi Srour reflect on the inspiration behind their research article, “Generative […] During the final stages of editing the proofs for Artificial Intelligence and Work: Transforming Work, Organizations, and Society in an Age of Insecurity, […]
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Impact
Young Scholars Can’t Take the Field in Game of Academic Metrics
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Canada’s Storytellers Challenge Seeks Compelling Narratives About Student Research
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Tom Burns, 1959-2024: A Pioneer in Learning Development
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Innovation
NAS Report Examines Nexus of AI and Workplace
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When Do You Need to Trust a GenAI’s Input to Your Innovation Process?
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The Authors of ‘Artificial Intelligence and Work’ on Future Risk
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