Scientists and the cultural politics of academic disciplines in late 19th-century Germany: Emil Du Bois-Reymond and the controversy over the role of the cultural sciences

This article is concerned with interactions between the natural and the human sciences. It examines a specific late 19th-century episode in their relationship and argues that the schism between the two branches of knowledge was due to cognitive factors, but consolidated through the social dynamics of institutionalized disciplines. It contends that the assignment of a social function to the human sciences to compensate for the self-destructive tendencies inherent in the technological society was expressed even by those, at the end of the 19th century, who were fervent advocates of a science- and technology-driven modernization.

Australian PhD theses in selected professional and academic disciplines 1987–2006 and the implications for future research capacity

This commences with an overview the research methods and outcomes. It is contextualised in terms of the current Australian and international debates about the nature, substance and impact of doctoral education on nations, societies, communities and economies. Four professional disciplines (architecture and building, education, librarianship and nursing) and four academic disciplines (astronomy, chemistry, cultural studies and demography) are selected for analysis of their 1987–2006 PhD thesis records. These selections were made to reflect a range of professional and academic disciplines in Australia and to illustrate the changes that have occurred over the past two decades. The period 1987-2006 covers several major changes in Australian university education and PhD education in particular.

Thinking multimedia

Children in our society have access to many information resources and communication options. As we witness the convergence of art, literacy and publishing, individuals need to learn how to make sense of information presented in many different forms, and how to construct their own communications in multiple media.
Thinking Multimedia is a program that has developed out of many projects that I have run in several school and some tertiary institutions over the past 12 years. It is an attempt to integrate skills and knowledge from different academic disciplines and to encourage students to understand learning processes and their own learning preferences. The course, offered at this stage at Year 10 level at St Catherine’s School in Melbourne, aims to provide background and basic skills in how to construct and deconstruct information in multiple media and to provide students with the opportunity to explore a ‘real need’ project of their own in a project-based team environment. The course is supported by an online resource and discussion component.
In this presentation I will explain the background to the Thinking Multimedia program and explore some of the work by the students involved.

What determines the size of occupational health services in UK universities?

Background There is wide, largely unexplained, variation in occupational health (OH) provision between UK employers.

Aim To explain the variation in OH provision across the UK university sector.

Methods Analyses of data from a survey of university OH services and from the Higher Education Statistics Agency. The outcome variable was clinical (doctor + nurse) staffing of the university's OH service. The explanatory variables examined were university size, income, research activity score and presence or absence of academic disciplines categorized by an expert panel as requiring a high level of OH provision.

Results All 117 UK universities were included and 93 (79%) responded; with exclusions and incomplete data, between 80 and 89 were included in analyses. There was wide variation in clinical OH staffing (range 0–8.4 full-time equivalents). Number of university staff explained 34% of the variation in OH staffing. After adjusting for other factors, neither the research activity nor the presence of high-needs disciplines appeared to be factors currently used by employers to determine their investment in OH.

Conclusions Government or other guidelines for university employers should take organizational size into account. Employers may need guidance on how to provide OH services proportionate to specific occupational hazards or other OH needs.

American and Australian doctoral literature reviewing practices and pedagogies

The literature review is fundamental to the doctoral enterprise of academic disciplines, yet research into how the doctoral literature review is learned, taught or experienced is limited. Responding to an apparent under-examination of the literature review as a critical feature of doctoral learning, this thesis investigates the doctoral literature review process as experienced by American and Australian doctoral candidates, doctoral supervisors and academic librarians. The research followed a qualitative approach shaped by two questions: "How is the doctoral literature review process learned?" and, "What is learned by doing a doctoral literature review?" Data were generated from in-depth interviews conducted with 42 participants in education, nursing and the physical and biological sciences. Critical literacy, critical pedagogy and critical information literacy provided frameworks for interpreting participants‘ experiences and perspectives on literature reviewing practices, disciplinary influences and mutually associated doctoral literacies.

The doctoral literature review is traditionally considered to be two segregated events—literature seeking and writing in an academic genre. The study findings challenge this perspective, proposing instead that doctoral literature reviewing is a complex, comprehensive process characterised by interdependent activities in a cycle of gathering, reflecting upon and synthesising literatures. Moreover, these findings indicate that, by engaging with disciplinary literatures and the literature review process, doctoral researchers become familiar with an array of critical doctoral literacies—disciplinary literacy, information literacy and reading and writing literacies. Thus, the doctoral literature review can be conceptualised as a pedagogy through which candidates acquire the lived practices and craft skills of disciplinary-specific research; learn to manage large bodies of information, literature and knowledge; and learn to read and write as scholars in their disciplines.

This project reconceptualises traditional perspectives on doctoral literature reviewing and recommends further exploration into its pedagogical potential. By approaching the doctoral literature review as a pedagogical process, the inquiry attempts to unpack literacies embedded within the doctoral enterprise, thereby exposing them as explicit aspects of doctoral learning. Becoming aware of the interrelatedness of critical doctoral literacies can mobilise supervisors, librarians and candidates to exploit the literature review process more fully. Ultimately, this research contributes to an international focus on a central feature of the doctorate and, as such, more broadly informs and supports doctoral pedagogy, particularly for those involved in American and Australian doctoral education.

How Hollywood projects foreign policy

The interactions between popular culture and public policy in general, and foreign policy in particular, have always been an important area of scholarly enquiry and popular interest. However with the end of the bipolar world system and the emergence of a single world superpower in the form of the United States of America, which is waging a War Against Terror, this nexus has become critical. This is especially true because of the almost Manichean tendency of the United States to see other countries in terms of "good" or "evil". Indeed President Bush himself has coined the term "The Axis of Evil" for states, which in a kinder age were simply referred to by his predecessors as being "Rogue States".

This book draws together elements from several academic disciplines - politics, international relations, psychology, film and cultural studies and examines US foreign policy toward the so-called "rogue states" and the products of the Hollywood film industry in relation to these states, which promises to make a significant contribution to our understanding of the 'soft power' that is popular culture.

Disciplinary differences in Australian PhD theses 1987-2006 and the implications for future research capacity

The paper, which draws on data previously presented at the 2010 World Universities Forum in Davos, Switzerland (Evans & Macauley, 2010), presents and tabulates a variety of trends from the Database of Australian Doctorates, in particular, those relating to the ebb and flow of PhDs in particular selected ‘academic’ and ‘professional’ disciplines in Australia. The paper commences with an overview of the research methods and outcomes. Four academic disciplines (astronomy, chemistry, cultural studies and demography) and four professional disciplines (architecture and building, education, librarianship and nursing) are selected for analysis of their 1987–2006 PhD thesis records. These selections were made to reflect a range of academic and professional disciplines in Australia and to illustrate the changes that have occurred over the past two decades. The period 1987-2006 covers several major changes in Australian university education and PhD education.

Australian PhDs by LIS educators, researchers and practitioners : depicting diversity and demise

Analyses of more than 73,000 PhD thesis records in a comprehensive database of bibliographic records from all Australian universities from 1948 to 2006 demonstrate that PhDs on LIS-related topics reveal not only diversity of content, but also the diverse nature of the researcher's academic disciplines. This diversity includes researchers from within and outside LIS who bring to LIS–or take away–a variety of methods, approaches, theories and understandings. With 27 of Australia's 39 universities having produced LIS-related PhD graduates, the distribution through the Australian university system is evident and emphasizes the transferability of skills and knowledge which graduates bring to their work. It is possible that the diversity of researcher's disciplines, combined with the dangerously low numbers of LIS graduations, may also threaten the future of LIS research and education in Australia. Based on the findings of this study, the sustainability of LIS research and research training for the next generation in Australia is under threat.
Article Outline

Vanishing E : the decline of the e-commerce discipline in Australia

Stimulated by the increasing demand for qualified personnel for business ventures that employ the Internet in their operations, electronic commerce (e-commerce) emerged as an academic discipline at the eve of the twenty first century. This paper presents a study on the changing status of e-commerce as an academic discipline in Australia in the second half of the 2000s. The findings of the study show that e-commerce is losing its status as a distinctive academic discipline in Australia. The number of e-commerce educational programs is declining and full-fledged e-commerce programs are now offered at a limited number of Australian universities only. E-commerce is diminishing into a niche area of business education rather than prospering as a significant academic discipline.

Buddhism in Australia : an emerging field of study

In 2006, Paul D. Numrich (2008) posed the question of whether contemporary scholarship on North American Buddhism constituted a distinct "field of study" and identified several factors that defined both academic disciplines and fields. This paper applies Numrich's criteria to the study of Buddhism in Australia, in its multiple and diverse forms, suggesting that it is an emerging field of study. While there has been an increase in historical, anthropological, and sociological scholarship in recent years, a comprehensive analysis of Buddhism in Australia, and particularly its impact on Australian life and culture, is yet to be conducted. This paper argues that such a study is both timely and necessary, given that Buddhism is the second largest religion in Australia, and we appear to be entering an "Asian century."

Indian news media : from observer to participant

This book makes a new and significant argument that Indian news media is no longer just an observer but an active participant in the events that direct the nation. It explores the changing role of Indian news media and their performance in the past 25 years by closely examining media coverage of some landmark events within the context of India’s globalising polity, which has led to privatisation, widespread engagement with new communication technologies, and the rise of individualism. The challenges of globalisation have caused significant changes in news processes and procedures, which this volume details by examining media’s coverage of events and issues such as paid news, anti-graft movement, sting journalism, Delhi gang-rape protest, politics-media nexus and neo-liberalism’s impact on the industry’s performance.
The book places Indian media’s evolution in the context of economic, political and sociological developments in the country. It takes a multi-disciplinary approach to evaluate reportage in a multitude of media platforms. The theoretical exploration of the changes in the Indian media landscape draws from academic disciplines of ‘media studies’, ‘journalism,’ ‘cultural studies’ and ‘sociology’. This book follows the authors’ earlier work, titled Indian Media in a Globalised World (SAGE/2010).

Facilitating learning in continuing education: some important sources

If higher education institutions are to respond effectively to the demands for continuing education, they will need to change their assumptions about the design of courses and the facilitation of learning. Despite many decades of development of new approaches to teaching and learning, courses in universities and polytechnics are normally still organised around the structures of the academic disciplines and the interests of the teaching staff. Learning-centred and problem-based courses, which can be especially appropriate in continuing education are rare particularly in those professional subjects where the potential for continuing education provision may be the greatest. The aim of the paper is to consider briefly the contributions ofthree groups of people to the ways in which learning can be facilitated in continuing education courses. These are Malcolm Knowles and his associates on teaching and learning strategies, John Heron and his associates on facilitation skills and the needs of adult learners, and the Sydney group based on the Australian Consortium on Experiential Education on fostering learning from experience and problem-based learning.

Taking professional practice seriously : implications for deliberate course design

Much rhetoric is deployed on arguing that university courses should prepare students for the world of work. Indeed, the main rationale for courses for the professions is that they contribute to preparing students to become effective practitioners. Some professions recognise that there is a transitional period following graduation needed in this process. There is a basic assumption though that, whatever additional elements may also be needed to aid transition, the course itself is the main foundation. There is no shortage of features of courses claimed to prepare students for practice: various kinds of work-integrated learning, placements and practical work, authentic tasks and assessment activities, and indeed entire approaches to the curriculum that focus students’ attention on the kinds of issues that practitioners deal with (e.g. problem-based learning). But can it be reasonably claimed that such approaches recognise the nature of practice? This chapter suggests that courses tend to be poor exemplars of good educational practice for the professions. They have a poorly conceptualised view of what it is that professionals do. They are governed by what is involved in teaching within academic disciplines. They trap students in current knowledge without the capacity to move beyond it. And they do not have a strong sense that courses need to be actively designed and redesigned to produce graduates that will be deliberate professionals. The chapter provides, not a prescription of what is needed for a new curriculum, but an argument for how it might be developed and applied. That is, what educators themselves need to do to become deliberate professionals.

Antisubjectivism and the (spectral) return of consciousness in landscape research

This paper analyses the changing conceptions of consciousness within landscape research over a critical period from the late 20th century to the present. The 1980s and 1990s mark a radical shift in the framing of consciousness away from psychological, perceptual, or experiential perspectives towards an ontology of consciousness as signifier, cultural artifact, and ideology. In cultural geography and the visual arts, these reframings can be characterised as anti subjectivist in that they do not attempt to problematize human consciousness so much as deactivate it and disqualify it from discussion. I draw out the theoretical and critical foundations of these antisubjectivist approaches as well as the subsequent opening out of the notion of landscape in more recent discussion. This ‘opening out’ implicates a more complex reengagement with minds, bodies, and landscapes and with the contested distinctions between subject and object. At the same time however, consciousness is seldom formulated explicitly within the literature and hence consciousness often occupies a spectral presence in the landscape of landscape research. I use one of my own paintings, Dalek in Landscape, to presage the discussion and attempt to highlight the tensions between these ideological, cultural and biological dimensions of consciousness at play within the landscape idea. Given the broader adoption of these anti-subjectivist developments within the academy, the example of landscape serves as a potentially useful case study for thinking upon the changing conceptions of consciousness in cognate creative and academic disciplines.