‘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.
In a conclusion to his two earlier articles on post-publication peer review, Andy Tattersall argues that while new ways to measure scholarly value may not be perfect yet, it’s still high time to start introducing them more widely.
We’re familiar with MOOCs — massive online courses. But what’s happened to the smaller — and more human-sized — online courses of yore?
When students evaluate their courses and instructors, they tend to rate higher when they got good grades, and not good learning. That’s pretty common sensical, so why do we keep asking students if they’re happy?
Two Miami University librarians details how their school’s ‘faculty learning community’ cultivated awareness of the entire scholarly communication landscape and created stronger faculty advocates for change, but also highlighted key differences between established and newer faculty.
What does happen happens when lecturers are ranked? Daniel Nehring offers some thoughts on the uses and misuses of student evaluations
There are a number of species of snobbery that show up on campus and it’s useful to develop skills for counting or even reversing its malign influence. Step one: learn to laugh.
In a cross-posting with Viva Voce podcasts, Richard Budd at the University of Bristol describes the differences between English and German university systems and student attitudes toward them.
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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