After her blog was republished without credit, PhD student Lucy Williams says we must confront this 'shameless exploitation'
Enrico De Angelis's insight:
She says: "Blogging provides a vital method of communication and networking for PhD students and early career researchers. Blogs can raise awareness of a researcher and their work in the early stages of a career, before they have a long list of publications, or grant applications behind them. But with an environment existing in which your research can be taken and used by others – for profit – without your permission, and without accreditation, is it a risk worth taking?"
Since 2008-09, the part-time student body has fallen from a peak of 388,000 students to number only 208,000 in 2014-15. Early returns from institutions suggest the decline continued in 2015-16 and overall numbers are expected to fall by a further 5 per cent compared to 2014-15.
«... mismeasurement and mismanagement are impeding scientific research... The current system is a farce. ... Our future depends on education and academic creativity. We cannot afford to stand by and passively witness the end of science. We need to be proactive in publicising its enormous benefits – and the even greater benefits that would accrue from a sensible but sweeping makeover of the system».
Enrico De Angelis's insight:
Tim Birkhead è un etologo che si occupa di uccelli, ornitorinchi e filosofia della scienza. Con una certa dose di ironia ci paragona alle aringhe e ai banchi di Terranova esauriti in un secolo di sovrasfruttamento dell'industria della pesca. Citando il lavoro di Peter Lawrence, biologo, lancia un grido di allarme e una proposta di soluzione: darsi tutti da fare per rendere noto al pubblico quanto sia importante la ricerca.
Io, personalmente, ho sempre guardato con sospetto a coloro i quali si rifiutano di essere "misurati" e "gestiti". Sono troppi gli esempi di accademici che si esprimono contro ciò unicamente perché la prima vittima è il loro ego. Ma leggerò con attnzione anche il testo di Lawrence, che si trova qui: http://www.sciencedirect.com/science/article/pii/S0070215315002203
En juin dernier, le ministre de l’Éducation, de la culture, du sport, de la science et de la technologie (MEXT) du Japon, Hiroshi Hase, a déclaré que les universités nationales devaient abolir leurs facultés de sciences humaines, sociales et d’enseignement pour les convertir en facultés réputées plus « utiles » pour la société. Plusieurs voix se sont élevées au sein de la société civile pour décrier cette déclaration. Devant la levée de boucliers causée par la déclaration du ministre, le MEXT est passé en gestion de crise en expliquant ad nauseam que le mot « abolir » renvoyait uniquement aux cours d’enseignement qui ne conduisaient pas à l’obtention d’une licence d’enseignant. Cependant, pour le Conseil scientifique du Japon (CSJ), la délicate question de l’avenir des universités demeure entière. (... )- Le Devoir, par Laurent Trempe, 08/01/2016
Academic profiling services are a pervasive feature of scholarly life. Alberto Martín-Martín, Enrique Orduna-Malea and Emilio Delgado López-Cózar discuss the advantages and disadvantages of major p…...
Universities with more staff per student have a good chance of creating an engaged and interactive teaching environment. These are the top 100 universities in the world with the best ratios of students to teachers.
La menace «Uber» n’intervient pas que dans l’industrie du taxi, elle guette également les universités. Devenues de lourdes machines bureaucratiques qui évoluent dans un cadre rigide et surréglementé, les universités font face à une concurrence. L’accès au savoir universitaire est lui aussi transformé par l’essor du numérique, où l’offre de formation passe par de nouvelles plateformes. (...) - Journal de Montréal, par Mario Asselin, 15/02/2016
Employers and parents value it more highly than any other quality. But how does a university set about building prestige?
Enrico De Angelis's insight:
The THE post anticipates the results of a series of interviews to be published in a report by Leadership Foundation (http://www.lfhe.ac.uk/). Few excerpts:
“I am very comfortable with the term [prestige]. It is articulated in a number of ways in my institution. It means you don’t have to explain yourself” [Pre-92 head]
“I am not trying even for excellence. I am trying for fairness and competence at a good price. We teach to the price, but this is not something that is easy to say in the UK. We have average students, and that is what they need”. Post-92 head
But another comment shocks me: «on one hand, efficiency and effectiveness require collaboration between institutions and beyond them. On the other, increasing competition encourages the active pursuit of prestige in ways that may discourage cooperation and entrench perceived status differences».
I was asked by the Chang School of Continuing Studies at Ryerson University to do a master class on this topic at their ChangSchoolTalks on February 17, based on Appendix 1 in my open, online textbook, Teaching in a Digital Age.
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