The organization of British universities in changing, affecting not only the education provided but the circumstances of of those who labor there. Adapting to this required dialogue, says Daniel Nehring, and not invective.
The rich and diverse ways in which students and scholars of diverse national and cultural origins collaborate at British universities, argues Daniel Nehring, belie the economic reductionism currently fashionable in public debates about higher education.
‘I did not contemplate the possibility that academics might rewarded for years of study, teaching, hard work with a no-obligations, no-guaranteed-income employment contract,’ says Daniel Nehring. And yet with zero-hour contracts entering academe, that un-reality is now here.
South Korea’s educational edifice has been praised near and far. But after a year spent among attentive and excellent students, Daniel Nehring wonders if the ‘pressure cooker’ apsects of the system aren’t sowing the seeds of a permanent status quo.
What does happen happens when lecturers are ranked? Daniel Nehring offers some thoughts on the uses and misuses of student evaluations
Why does it matter whether you study or work at the sociology department that comes first, 12th or 89th in a ranking? Why does it matter whether the journal you publish in is included and ranked in a certain index, or not? Let us know your thoughts.
Just as scholarship now is more and more about the generation of economic benefits, for many studying is now less about ‘reading for a degree’ than about ‘getting a degree,’ suggests Daniel Nehring.
‘It’s not what you know but who you know’ is a trope that’s common in many careers but which the academy often claims to avoid. Except that in many cases it doesn’t.
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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