Age and productivity of academics: A case study of a public university in Malaysia

This study examines the relationship between age and productivity measured based on key performance indicators (KPI) amongst academic staff at Universiti Sains Malaysia (USM). Three models were used in the analysis: linear, quadratic and piece-wise spline. The linear model indicates that age is negatively related to KPI. The quadratic model shows an inverted-U shaped relationship where KPI peaks at age 41 years. The piece-wise spline model indicates academic staff reach the peak of their productivity between ages 46-50 years with another productive age interval between 36-40 years implying 10 golden years when KPI could be harvested fruitfully. There is a significant downtrend in the KPI after 50 years of age. Other factors that have significant influence on KPI are gender, academic rank and discipline. The sub-models show that the influence of age on KPI is more significant amongst academic staff in the arts compared to the science stream. Age influence on KPI is significant amongst female staff but not male staff. We conclude that assessing performance in the workplace with regard to age requires complex methodological engagement and also needs to be based on a wider lens which recognises and includes within the discussion, the intangible and social dimensions of performance.

Nurse academics perceptions of the efficacy of the OSCA tool

The use of Objective Structured Clinical Examination/Objective Structured Clinical Assessment (OSCE/OSCA) has been well documented. How assessors currently view the process, and if the OSCA tool still fulfils the assessment requirements, is unclear. In this study, the beliefs and expectations of assessors towards the assessment tool used in an undergraduate nursing degree to assess clinical skills was investigated. A cross-sectional study used semi-structured interviews and focus groups with 16 lecturers in nursing from a rural Australian university. This represents 65% of the total nurse academic staff employed there. The key issues that the academic staff raised reflect those from previous studies, such as the use of OSCA as formative assessment or a quality check process before the clinical practice. The OSCAs were seen as a good assessment tool, which gave students the opportunity to receive feedback on their performance in relation to clinical skills. The drawbacks identified in relation to the use of OSCAs were that the OSCA was seen as stressful to students. This drawback was thought to be further compounded if there was a lack of congruence regarding essential criteria between assessors. If not adequately addressed these drawbacks will erode the potential the OSCA tool has to foster uniformity, which was one of the main reasons for its implementation. .

A perspective on supporting STEM academics with blended learning at an Australian university

Design-based educational research can aid in providing a lens into understanding the complexities around imaginative methods, while also creating an avenue to share personal insights to support the solving of teaching and learning problems to direct future efforts. In this study, the ‘I’ narrative was extensively utilised in the form of an autoethnography perspective. This was achieved by incorporating three self-report methods within a design experiment, in order to explore the messiness associated with showcasing the creation and modification of a faculty-wide blended learning framework for STEM teachers. Data generation procedures from three sources provided the evidential basis for investigating this process: (1) self-reflection, (2) key literature findings, and (3) critical discussions from a community of inquiry. The findings identified three particular features of the process of change that were challenging, for which STEM academics required support: educators’ professional context; finding models to support change in practice; and identifying the change agent. The paper argues for the program of a personal and complex methodology to inform practice, providing insights into the change process, because process is just as important as product.

Women academics and work–life balance: gendered discourses of work and care

This article examines how discourses of work–life balance are appropriated and used by women academics. Using data collected from semi-structured, single person interviews with 31 scholars at an Australian university, it identifies and explores four ways in which participants construct their relationship to work–life balance as: (1) a personal management task; (2) an impossible ideal; (3) detrimental to their careers; and (4) unmentionable at work. Findings reveal that female academics’ ways of speaking about work–life balance respond to gendered attitudes about paid work and unpaid care that predominate in Australian socio-cultural life. By taking a discursive approach to analysing work–life balance, our research makes a unique contribution to the literature by drawing attention to the power of work–life balance discourses in shaping how women configure their attempts to create a work–life balance, and how it functions to position academic women as failing to manage this balance.

Perceptions of journal quality and research paradigm: results of a web-based survey of British accounting academics

This paper reports the results of a web-based perception study of the ranking of peer reviewed accounting journals by UK academics. The design of the survey instrument allows an interactive selection of journals to be scored. The web-based format is unique in that it also includes a step in which respondents classify the journals according to methodological perspective (paradigm). This is depicted graphically in the paper in a bubble diagram that shows the “positioning” of journals according to perceptions of both paradigm and quality.

Research productivity and academics’ conceptions of research

This paper asks the question: do people with different levels of research productivity and identification as a researcher think of research differently? It discusses a study that differentiated levels of research productivity among English and Australian academics working in research-intensive environments in three broad discipline areas: science, engineering and technology; social science and humanities; and medicine and health sciences. The paper explores the different conceptions of research held by these academics in terms of their levels of research productivity, their levels of research training, whether they considered themselves an active researcher and a member of a research team, and their disciplinary differences.

Virtual worlds as pedagogical places: experiences of higher education academics

This thesis explores how academics in higher education experience virtual worlds as pedagogical places. Using the virtual world Second Life™ as a lens, I examine the changing nature of embodiment, pedagogy and place for academics and the significance these changes have for academic identity and practices.

Academics’ opinions and practices of education for sustainable development : reflections on a nation-wide, mixed-methods, multidisciplinary study

The Routledge International Handbook of Higher Education for Sustainable Development gives a systematic and comprehensive overview of existing and upcoming research approaches for higher education for sustainable development.

Helping doctoral students write : pedagogies for supervision

Helping Doctoral Students Write offers a new approach to doctoral writing. By treating research as writing and writing as research, the authors offer pedagogical strategies for doctoral supervisors that will assist the production of well-argued and lively dissertations." "It is clear that many doctoral candidates find research writing complicated and difficult, but the advice they receive often glosses over the complexities of writing and/or locates the problem in the writer. Rejecting the DIY websites and manuals that promote a privatized, skills-based approach to writing research, Kamler and Thomson provide a new framework for scholarly work that is located in personal institutional and cultural contexts. Their discussion of the complexities of forming a scholarly identity is illustrated by stories and writings of actual doctoral students.

The pedagogical approach developed in the book is based on the notion of writing as a social practice. This approach allows supervisors to think of doctoral writers as novices who need to learn new ways with words as they enter the discursive practices of scholarly communities. This involves learning sophisticated writing practices with specific sets of conventions and textual characteristics. The authors offer supervisors practical advice on helping with commonly encountered writing tasks such as the proposal, the journal abstract, the literature review and constructing the dissertation argument." "In conclusion, they present a persuasive argument that universities must move away from simply auditing supervision to supporting the development of scholarly research communities. Any doctoral supervisor keen to help their students develop as academics will find the new ideas presented in this book fascinating and insightful reading.

The tax treatment of employee stock options : generous to a fault

In the 2000 budgets, both the federal and Ontario governments introduced changes to the tax treatment of employee stock options for the explicit purpose of making their tax treatment in Canada similar to or more favourable than that in the United States. The federal budget added a deferral, similar to that currently applicable to options granted by Canadian-controlled private corporations, for up to $100,000 per year of public company stock options. The Ontario budget introduced an exemption from tax for employees involved in research and development on the first $100,000 per year of employee benefits arising on the exercise of qualified stock options or on eligible capital gains arising from the sale of shares acquired by the exercise of eligible stock options. These proposals reflect the apparent acceptance by the two governments that there is a “brain drain” from Canada to the United States of knowledge workers in the “new” economy and that reductions in Canadian taxes should stem this drain. In the author’s view, the tax treatment of employee stock options, even without these changes, is overly generous. Both the federal and provincial proposals ignore the fact that most employee stock options are taxed more favourably in Canada than in the United States in any event. In particular, most employee stock option benefits in Canada are taxed at capital gains tax rates, whereas in the United States most are taxed at full rates. While the US Internal Revenue Code does provide capital gains tax treatment for certain employee stock option benefits, a number of preconditions must be met. Most important, the shares acquired pursuant to the options must be held for a minimum of one year after the option is exercised. In addition, there are monetary limits on the amount of options that qualify for capital gains treatment. In Canada, there are generally no holding period requirements or monetary limits that apply in order for the option holder to benefit from capital gains tax rates. Empirical evidence indicates that the vast majority of employees in the United States exercise their options and immediately sell the shares acquired. These “cashless exercises” do not benefit from capital gains treatment in the United States, whereas similar cashless exercises in Canada generally do. This empirical evidence suggests not only that the 2000 budget proposals are unwarranted, but also that the existing treatment of employee stock options in Canada is already more generous than that in the United States. This article begins with a theoretical “benchmark” for the taxation of employee stock options. The author suggests that employee stock options should be treated in the same manner as other income from employment. In theory, the value of the benefit should be included in income when the option is granted or vests. However, owing to the practical difficulty of valuing employee stock options, the theoretical benchmark proposed is that the value of the benefit (the difference between the fair market value of the shares acquired and the strike price under the option) be taxed when the shares are acquired, and the employer be entitled to a corresponding deduction. The employee stock option rules in Canada and the United States are then compared and contrasted with each other and the benchmark treatment. The article then examines the arguments that have been made for favourable treatment of employee stock options. Included in this critique is a review of the recent empirical work on the Canadian brain drain. Empirical studies suggest that the brain drain—if it exists at all—is small and that, despite what many newspapers and right-wing think-tanks would have us believe, lower taxes in the United States are not the cause. One study, concluding that taxes do have an effect on migration, suggests that even if Canada adopted a tax system identical to that in the United States, the brain drain would be reduced by a mere 10 percent. Indeed, even if Canada eliminated income tax altogether, it would not stop the brain drain. If governments here want to spend money in order to stem the brain drain, they should focus on other areas. For example, Canada produces fewer university graduates in the fields of mathematics, sciences, and engineering than any other G7 country except Italy. The short supply of university graduates in these fields, the apparent loss of top-calibre academics to US
universities, and the consequent lower levels of university research in these areas (an important spawning ground for new ideas in the “new” knowledge-based economy) suggest that Canada may be better served by devoting more resources to its university institutions, particularly in post-graduate programs, rather than continuing the current trend of budget cuts that universities have endured and may further endure if taxes are reduced.
As far as employee stock options are concerned, if Canada does want to look to the United States for guidance on tax reform (which it seems to do with increasing frequency of late), it should adopt the US rules applicable to nonstatutory options, which are close to the proposed benchmark treatment. In the absence of preferential tax treatment, employee stock options would still be included in compensation packages provided that there were sound business reasons for their use. No persuasive evidence has been put forward that the use of stock options, in the absence of tax incentives, is suboptimal. Indeed, the US experience suggests quite the opposite.

Globalisation and the restructuring of higher education for new knowledge economies: new dangers or old habits troubling gender equity work in universities?

This article undertakes a feminist critique of the restructuring of the modern university in Australia. It considers the interaction of the processes of globalisation, corporatisation (through the twin strategies of marketisation and managerialism) and the social relations of gender, and their implication for gender equity work in the academy. The paper locates the reform of Australian universities within their Western context, and considers the gendered effects of the new disciplinary technologies of quality assurance and online learning on the position of women academics. It concludes with some comments about the shift in language from equity to diversity which has accompanied corporatisation, and how this has effectively coopted women's intellectual labour to do the work of the entrepreneurial university.

Mapping music education in Australia

Music education research in Australia has grown almost exponentially over the past 25 years. Particularly in the area of doctoral research studies, there has been a substantial increase in the number of theses completed from two in 1977 to 72 in 2002. In addition, there have been increases in professional research undertaken by university academics, in the number of nationally competitive research grants being awarded by the Australian Research Council and other research funding agencies, and in commissioned research studies. This article reviews the various types of music education research being undertaken in Australia and also discusses the dissemination of the findings of research through articles in national and international scholarly journals and papers presented at local and international conferences. One of the conclusions drawn is that Australian music education has ‘come of age’ in terms of both the quantity and the quality of its national research profile.

Enhancing learning for culturally and linguistically diverse (CALD) students

Objectives: Academic staff have noted that culturally and linguistically diverse (CALD) students have faced difficulties during their studies and in adapting to workplace experiential learning.

Method: To explore this issue, three focus groups were held to identify the barriers to learning faced by CALD students and to develop strategies for CALD students, academic staff and workplace supervisors to assist in the students' academic progress and skill development. The three focus groups represented academic staff: CALD students and placement supervisors in courses where workplace supervision was a requirement of the course.

Results: The barriers to learning were identified as difficulties with English language communication skills, including reading, writing and verbal skills; course content that was too local; extra time not being allocated to academic and placement staff to allow for the greater time commitment required for CALD students; large tutorial groups; social isolation; discriminatory assessment, and lack of awareness of existing support services for academic staff dealing with international students.

Conclusions: Strategies suggested to help assist CALD students to learn included conducting introductory sessions on Australian culture for CALD students; having additional and smaller tutorial groups; having academics spend time with individual CALD students; incorporating international issues into the course content and assessment; providing support and assistance for academic staff teaching CALD students, and organising experienced CALD students to mentor their less experienced peers. Implementing the strategies suggested would require greater resources to be committed to CALD students, which may be difficult given competing demands within the university for limited financial resources.

[P]lucky Jane et al: ideal types in the legal academy?

This article started as a response to a decision by Deakin University's Law School late last year to embark upon a major recruitment of new staff. That decision caused the writer to wonder what published sources of advice were available to assist aspiring legal academics in choosing and shaping a career. To date it would seem that whilst there is no dearth of sources about what law schools should teach, or on the content and structure of the curriculum, research on the selection and formation of academics is somewhat less common. This is changing. In 2003 a short biographical study of six law teachers, based on structured interviews, was published and in 2004, a major study of the identity of 54 law teachers became available. There have also been significant studies on the particular issues encountered by female academics in the legal academy.

Pandora`s box : academic perceptions of student plagiarism in writing

Plagiarism is viewed by many academics as a kind of Pandora's box—the elements contained inside are too frightening to allow escape for fear of the havoc that may result. Reluctance by academic members of staff to discuss student plagiarism openly may contribute to the often untenable situations we, as teachers, face when dealing with student plagiarism issues. In this article, I examine the dilemmas English for Academic Purposes (EAP) staff face when dealing with student plagiarism in the tertiary classroom. The perceptions of all 11 teachers involved in teaching a first year EAP writing subject at South-Coast University are detailed in light of the university's policy on plagiarism. My research indicates that not only is an agreed definition of plagiarism difficult to reach by members of staff teaching the same subject, but plagiarism is a multi-layered phenomenon encompassing a spectrum of human intention. Evaluating the spectrum can lead to differences in the implementation of university plagiarism policy, the result of which embodies issues of equity. The aim of the article is to encourage policy-makers and academic staff to acknowledge the concerns about implementation of plagiarism policy. Collaborative, cross-disciplinary re-thinking of plagiarism is needed to reach workable solutions.