The non-academic education as the development of socio-cultural experience that takes place outside the pedagogically organized process is considered in the article. The freedom of human cognitive activity, the expansion of the range of his hobbies, the enrichment of the spiritual world is ensured through a network of institutions of non-academic education. Non-academic education institutions transfer the knowledge and skills necessary in the field of work, which does not belong directly to the scientific content of professional activity. (...) The term “non-academic education” is not yet widespread, it is used mainly by practitioners in the field of solving general problems of education, based on human educational needs. However, the reality it reflects is well known to all, it is learning in the process of daily life. In essence and content, it is the same process of acquiring knowledge and skills, deepening worldview and enriching personal potential, which is in academic education. The difference is that it takes place outside the walls of institutions that are part of the education system. Non-academic education takes place in social institutions that perform other functions in the social division of labor: in the family, in the field of work, in various formal and informal groups and associations. A clear training goal is not necessary. Non-academic education is spontaneous, without time limits, not certified, unlike academic. Non-academic education may have some kind of documentary evidence, albeit of a non-state type. A teacher in academic education is necessarily an employee of an educational institution, and in non-academic education it is an employee, a coach, and a teacher. Training in non-academic education can be carried out on the educational portal through social services, distance learning courses of various organizations, mass open courses. (shrink)

This paper shows that there are contemporary moral appraisals of business ethics in Canada published in periodicals that would not ordinarily be regarded as scholarly in substance or format. Because there is so much important material in these non-academic periodicals, scholars interested in business ethics in Canada ought to give them serious consideration in any overall review of the field here.

One of the great virtues of Oxford is that most of its members are not academics, nor ever supposed that they sould be. They come to Oxford for three or four years and then go on their way to other occupations in "the service of God in Church and State". It is not that they were not good enough to become dons: it is simply that they had other fish to fry, and would rather be a barrister, a Member of (...) Parliament, a schoolmaster or a clergyman, and would not be tempted from their chosen vocation by any offer of a Fellowship or a life of ease and scholarship. The benefits of this are great. To have left Oxford of one's own accord and not on account of having failed to get an award or a post is to part from a friend with no sense of having been rejected. The Civil Servant who goes down with a first in Greats has no sense that he did not make it at Oxford, no need to shake its dust off his shoes because Oxford did not offer him a job, and in consequence he can easily look back on four golden years of widening horizons, untarnished by some final disappointment. And in general our alumni can feel warmly to their alma mater, because their going was of their choosing, and not because they were rudely pushed out of the nest. (shrink)

Doctoral graduates in philosophy are an excellent source of information about the discipline: they are at the cutting edge of research trends, have an inside view of researchfocused departments, and their employment prospects provide early insights on the future health of the discipline. We report on the results of a survey sent to recent PhD graduates and current students, as well as data gathering efforts by Academic Placement Data and Analysis that have taken place over the past ten years. (...) In this report we especially focus on demographic representation, program ratings, academic job placement, and non-academic careers. (shrink)

The paper looks at challenges related to the ideas of integration and knowledge systems in extra-academic transdisciplinarity. Philosophers of science are only starting to pay attention to the increasingly common practice of introducing extra-academic perspectives or engaging extra-academic parties in academic knowledge production. So far the rather scant philosophical discussion on the subject has mainly concentrated on the question whether such engagement is beneficial in science or not. Meanwhile, there is quite a large and growing literature (...) on extra-academic TD, mostly authored by non-philosophers, seeking to develop TD research practices. We examine this literature in the light of recent discussions in pluralist philosophies of science. Some philosophical pluralists see the increase of extra-academic collaboration and participation in science as a potentially positive development. However, certain views promoted in the non-philosophical literature on extra-academic TD appear problematic in the light of the pluralistic discussions. For instance, the literature on TD appears to be overly optimistic with regard to integration, and the notion of knowledge systems used in it is problematic. We believe it would be worthwhile for scientific pluralists sympathetic to the aims of TD to look more closely into the complex settings in which extra-academic collaboration and participation happens in actual TD projects, and to offer constructive criticisms, exploiting insights developed within pluralist philosophy of science. (shrink)

Academic skepticism is usually interpreted as a type of discourse without an assertion (a dialectical interpretation). I argue against this interpretation. One can interpret Carneades’ notion of approval as our notion of weak assertion and thereby ascribe to him his own views (a non-dialectical interpretation). In Academica Cicero reports the debate about the status of approval as a kind of assent among Carneades’ followers, especially the views of Clitomachus and Philo of Larissa. According to Clitomachus, approving impressions implies acting (...) on them without taking them as true, while according to Philo of Larissa, approval is taking something as true without certainty. In more modern terms, we can say that Philo refers to the notion of weak assertion, and Clitomachus to non-assertion. Thus Clitomachus’ reading correlates with a dialectical reading, and Philo’s reading correlates with a non-dialectical reading. Philo’s reading leads to the interpretation of Carneades as a quasi-fallibilist. It is difficult to establish the precise position of the historical Carneades because he was hesitant in his oral teaching. Still, there is some basis in Carneades’ theory for interpreting approval as weak assertion (comprising three degrees of persuasiveness involving rational consideration of what seems to be truth). My aim in this essay is thus to argue that a quasi-fallibilist and non-dialectical reading is applicable to the historical Carneades. (shrink)

Research agendas and academic evaluation are inevitably linked. By means of economic incentives, promotion, research funding, and reputation academic evaluation is a powerful influence on the production of knowledge; moreover, it is often conceived as a universal instrument without consideration of the context in which it is applied. Evaluation systems are social constructions in dispute, being the current focus of international debates regarding criteria, indicators, and their associated methods. A universalist type of productivity indicators is gaining centrality in (...) academic evaluation with profound effects on the content of research that is conducted everywhere. Specifically, evaluation systems based on this type of indicators are sending negative signals to scientists willing to conduct research on contextualized agendas, particularly those negotiated with non scientists. On the basis of theoretical and empirical studies documented on the specialized literature and extensive personal engagement with university research policy in Uruguay, we argue that the consolidation of evaluation practices of alleged universal validity deteriorates and discourages a type of research which is undeniably important in developing contexts. (shrink)

Academic Placement Data and Analysis (APDA) has released its complete 2017 Final Report, an 81-page document that collects data on PhD-granting philosophy programs (including ratings by former students, placement rates, and diversity) and the discipline as a whole (including hiring networks, placement maps, cluster analyses of programs, job descriptions, non-academic hiring). The report was created by Carolyn Dicey Jennings, Patrice Cobb, Pablo Contreras Kallens, and Angelo Kyrilov, all of University of California, Merced. (from Daily Nous).

Academic writing, even in prestigious journals, is frequently ugly and arduous. The writing in academic philosophy is no exception, especially given philosophers’ tendency to overlook prose and to focus exclusively on philosophical content. This paper argues that good prose matters for moral, prudential, and philosophical reasons. After glossing these reasons, the authors offer advice, born of experience, to academic writers who want to achieve clear, effective prose. Their advice includes how to improve sentence structure (e.g. eliminate undue (...) repetition and forms of “to be,” be careful with comma use, evaluate sentences by reading them aloud), global considerations (e.g. use technical notation cautiously, avoid prose in footnotes, read and report opponents’ views with charity), how to practice reiterating the same point in different words (e.g. play language games likes crossword puzzles, read non-academic prose, aim to communicate one’s point succinctly), and the suggestion to take prose seriously in the evaluation of student work. (shrink)

This study concerned validating academic integrity survey, a measure developed in 2010 to investigate academic integrity practices in a Malaysian university. It also examined the usefulness of the measure across gender and nationality of the participants. The sample size comprised 450 students selected via quota sampling technique. The findings supported the multidimensionality of academic dishonesty. Also, strong evidence of convergent and discriminant validity, and construct reliability were generated for the revised AIS. The testing of moderating effects yielded (...) two outcomes. While the gender invariant analysis produced evidence that the three-dimensional model was not moderated by gender; the nationality effect was inconclusive, probably due to a noticeable imbalance in respondent distribution for the nationality group. The significance of this study lies not only in the rigorous statistical methods deployed to validate the dimension and psychometric properties of the AIS; but establishing the gender invariance of the model. It is understood from the findings that although male and female students may vary in their academic misconducts, the underlying factors for these conducts are the same and can be addressed effectively using a non-discriminating approach. (shrink)

Background Minimal research has been done to determine how well European nursing students understand the core principles of academic integrity and how often they deviate from good academic practice. Aim The aim of this study was to find out what educational needs nursing students have in terms of academic integrity. Research design A quantitative cross-sectional study in the form of a survey of nursing students was conducted via questionnaire in the fall of 2020. Participants The sample was (...) composed of 79 students in the BScN and MScN programs at Zürich University of Applied Sciences. Ethical considerations An application for a non-competence clearance was approved by the Ethics Committee in Zurich (BASEC No. Req-2020-00868). The survey was anonymous, and informed consent was obtained prior to participation. Results The participants had a high level of confidence in their own knowledge but were in many cases unable to correctly identify clear-cut examples of misconduct and to differentiate them from questionable practices. About 13% of the participants admitted that during their university education they had copied shorter passages from other sources into their own text without marking them as quotes. Conclusions The study documents extensive knowledge gaps among nursing students regarding both academic misconduct and questionable practices and indicates a need for improved academic integrity training. (shrink)

It has become commonplace to consider start-ups originating from the science field usually referred to as academic spin-offs as drivers of innovation, productivity, and employment. However, only little is known about the process of spin-off creation (e.g., Goethner et al., 2009) and development (e.g., Mustar et al., 2006; Vohora et al., 2004). Specifically, there has not been sufficient empirical research directly comparing equivalently matched groups of academic spin-offs and non-academic start-ups in order to draw definitive conclusions on (...) whether there are specific growth paths of firms spun off from scientific research (Ensley & Hmieleski, 2005). We aim to fill this gap in the literature and provide unique empirical evidence on the economic and innovative performance of academic spin-offs within the first three business years. (shrink)

Intellectual leadership indicates the informal leadership of professors based on aspects such as knowledge production and dissemination, institutional services, and public engagement. Academic freedom is considered as the overarching condition for individual academics to develop intellectual leadership. Against the backdrop of internationalisation and globalisation of higher education, academics face enormous pressures to produce measurable research outputs, deliver high-quality teaching and meet all kinds of institutional requirements. In modern universities, women scholars, as the non-traditional participants in academia, must tackle with (...) multiple obstacles and bias brought by gender intertwined with academic discipline features, higher education institutions, and sociocultural characteristics. How do women professors protect, negotiate, or strive for academic freedom? Situated in higher education in Hong Kong, this article aims to explore how epistemological norms, institutional management, and gender influence women scholars’ academic freedom. The author has analysed how sixteen established women professors in humanities and social sciences (HSS) augmented freedom using the cumulative advantage theory. The study finds that women scholars in different sub-groups within HSS had mixed views about freedom and developed diverse patterns to seek freedom for intellectual leadership. (shrink)

_Humans live and interact within societal groups, influencing one another in various ways. These influences, particularly from the home, significantly impact a child’s early development and achievement orientation, which is crucial for academic performance. A mother, as the primary caregiver, holds a vital role in shaping her child’s academic outlook and success. In Nigeria, one of the most populous but poorest nations globally, illiteracy is a persistent issue. Many individuals, especially women, either lack access to education or drop (...) out early. Women constitute a significant portion of the non-literate population, which adversely affects their children’s education and poses risks to societal progress. This is particularly concerning in the 21 st century, as other nations make significant advancements in technology and education. English, the official language of Nigeria, requires proficiency for admission into tertiary institutions. This study investigated the academic orientation and English performance of pupils with literate versus non-literate mothers. Using a survey and stratified random sampling, findings revealed that maternal literacy positively impacts children’s academic outcomes. The study concluded that even minimal maternal education influences children’s performance and recommended government policies to improve literacy rates, especially among women, to enhance societal development._. (shrink)

Many studies have documented a close timing relationship between speech prosody and co-speech gesture, but some studies have not, and it is unclear whether these differences in speech-gesture alignment are due to different speaking tasks, different target gesture types, different prosodic elements, different definitions of alignment, or even different languages/speakers. This study contributes to the ongoing effort to elucidate the precise nature of the gesture–speech timing relationship by examining an understudied variety of American English, i.e., academic-lecture-style speech, with a (...) focus on an understudied type of gesture: Non-Referential gestures, which make up the majority of this corpus. Results for the 1,334 Stroke-Defined Gestures in this 20-min sample suggest that the stroke phase of a Non-Referential gesture tends to align with a pitch-accented syllable, just as reported in studies of other gesture types (e.g., deictic gestures) and in other speaking styles (such as narration). Preliminary results are presented suggesting that trajectory shapes of these Non-Referential gestures are consistent across a higher-level prosodic grouping, supporting earlier proposals for kinematic constancy across spoken prosodic constituents ( Kendon, 1972, 1980, 2004 ). Analysis also raises the possibility that the category of Non-Referential gestures is not solely made up of ‘beats,’ defined as simple bi-phasic flick-like movements that beat out the rhythm of the speech, but includes gestures with multiple phases and various types of rhythmicity. Taken together, the results of this analysis suggest (1) a wide range of gesture configurations within the undifferentiated category of Non-Referential gestures or ‘beats,’ which requires further investigation, and (2) a close coordination between co-speech gestures and the prosodic structure of spoken utterances across speaking styles and gesture referentiality, which has profound implications for modeling the process of planning an utterance. (shrink)

Academics and practitioners: nurses as intellectualsIn the author's experience, nurse educators working in universities generally accept that they are ‘academics’, but dismiss suggestions that they are ‘intellectuals’ because they see it as a pretentious description referring to a small number of academics and aesthetes who inhabit a conceptual world beyond the imaginative capacity of most other people. This paper suggests that the concept of the ‘intellectual’, if not the word itself, be admitted into nursing discourse through the adoption of a (...) non‐élitist Gramscian understanding, similar to the more recently formulated conception of the reflective practitioner. According to the Italian Marxist scholar Antonio Gramsci, intellectuals are those people who develop ways in which to construct the conditions of their own existence, a possibility he believed was open to all. It is suggested that, from a Gramscian perspective, all nurses are intellectuals to varying degrees, and nurse educators should not only be nurturing their own intellectualism but also the potential for intellectualism as it exists within each individual. The ways in which this project are related to Habermasian critical theory are also briefly outlined. (shrink)

Recently, the Israel National Bioethics Council (INBC) issued recommendations permitting egg freezing to prevent both disease- and age-related fertility decline. The INBC report forms the basis of Israel's new policy, being one of the first countries to regulate and authorise egg freezing for what it considers to be non-medical (ie, social) uses. The ethical discussion in the INBC report is reviewed and compared with the scant ethical discourse in the academic literature on egg freezing as a means of preventing (...) age-related loss of fertility. We argue that both the INBC recommendations and the bioethical academic discourse on egg freezing are grounded in liberal ideology, which views technology as primarily enabling. Accordingly, they promote ‘individual autonomy’ as exercised through informed consent. Our study suggests that a relational approach to autonomy may be a more suitable model for considering women's choices about egg freezing. (shrink)

Using a parallel mixed-methods design, the current study examined university students’ perceptions of academic cheating through collecting and analyzing both the quantitative and qualitative data. Our quantitative findings corroborate previous research that male students have engaged more in academic cheating than females based on students’ self-reports, and that undergraduate students are less willing to discuss issues on academic cheating as compared with their graduate counterparts. Five themes emerged from the thematic analysis of the qualitative data: flexible definitions (...) for cheating, environmental promotion of cheating, the moral transgression of cheating, cheating as an ambiguous justification, and cheating as a conscious decision making process. The mixed-methods findings indicate that there is no relationship between students’ gender or classification and their endorsements of the qualitative themes. However, non-White students are more likely to endorse the theme “cheating as an ambiguous justification.” Implications for reducing and preventing academic cheating at the university level are discussed. (shrink)

Resumen Los estudiantes universitarios pueden contribuir a la calidad de la democracia de su país en la medida en que aprendan a distinguir cómo la corrupción se instala en su práctica cotidiana, la combatan y se comprometan a estar atentos a la honestidad de sus acciones y la veracidad de su discurso. Describimos las implicaciones de comprender a la democracia como gobierno por discusión y pasamos a proponer a la razón pública como el sine qua non de una democracia que (...) busca hacer justicia social y que requiere ciudadanos dispuestos a debatir ideas con honestidad y rigor crítico, con debates públicos y pasión por la verdad. Estas ideas las contrastamos con los hallazgos de una encuesta sobre corrupción aplicada anualmente a estudiantes universitarios.University students maj contribute to the quality of democracy in their country to the extent that they learn to distinguish how corruption is part of their day-to-day practices, they combat it and commit themselves to be attentive regarding the honesty of their actions and the veracity of their discourse. We describe the implications of understanding democracy as government by discussion; we then propose public reason as the sine qua non of a democracy that seeks social justice and requires citizens willing to debate ideas honestly, rigorously, and critically, in public debates and with a passion for the truth. We contrast these ideas with the findings from a yearly survey of university students. (shrink)

Public, private, non-profit and for-profit nursing education enterprises in the U.S. are competing with one another in a newly complex and volatile educational landscape, placing academic leaders into situations fraught with moral, ethical and legal compromise with few precedents for guidance. This case study provides a richly contextualized narrative exploration of ethical and legal challenges to one leader’s moral courage, a fictionalized exploration drawn from multiple sources over time, to form a composite that is nonetheless firmly rooted in the (...) complexity and competitiveness characteristic of nursing education today. Our purpose is three-fold: 1) to direct the reader to moral and ethical questions that require thoughtful discourse and analysis among current and future academic nursing leaders; 2) to raise the issue of the need for regulations and oversight that reflect the changing realities of today’s increasingly complex and competitive educational arena; and 3) to encourage nursing education leaders to share additional cases that resonate for them, and in so doing, to expand the wellspring of ideas from which we can all draw in becoming more effective and morally courageous leaders. (shrink)

To have a well-functioning principle of academic freedom, we need to distin-guish critique from an infringement of academic freedom. To achieve this goal, this paper presents three necessary conditions for something to be an infringe-ment of academic freedom. These conditions allow to delineate cases in which at least one of the three conditions is not fulfilled. These are contrast cases that might – at first glance – look like infringements of academic freedom but are, in fact, (...) not so. I will refer to five such kinds of contrast cases: (1) discrimination and thus a more general kind of unjust treatment of a person engaged in aca-demic affairs, (2) infringement of freedom of speech or other non-academic intel-lectual freedoms, (3) mere critique, (4) justified critique that leads to justified limitations of someone’s academic freedom, and (5) cases of deep disagreement. Special attention will be given to vulnerabilities concerning unjustified silencing of critique, which haunt fields that lack clear and agreed-on ethical or academic standards. (shrink)

Academics across widely ranging disciplines all pursue knowledge, but they do so using vastly different methods. Do these academics therefore also have different ideas about when someone possesses knowledge? Recent experimental findings suggest that intuitions about when individuals have knowledge may vary across groups; in particular, the concept of knowledge espoused by the discipline of philosophy may not align with the concept held by laypeople. Across two studies, we investigate the concept of knowledge held by academics across seven disciplines (N (...) = 1,581) and compare these judgments to those of philosophers (N = 204) and laypeople (N = 336). We find that academics and laypeople share a similar concept of knowledge, while philosophers have a substantially different concept. These experiments show that (a) in contrast to philosophers, other academics and laypeople attribute knowledge to others in some “Gettier” situations; (b) academics and laypeople are much less likely to attribute knowledge when reminded of the possibility of error, but philosophers are not affected by this reminder; and (c) non‐philosophy academics are overall more skeptical about knowledge than laypeople or philosophers. These findings suggest that academics across a wide range of disciplines share a similar concept of knowledge, and that this concept aligns closely with the intuitions held by laypeople, and differs considerably from the concept of knowledge described in the philosophical literature, as well as the epistemic intuitions of philosophers themselves. (shrink)

Background Academic integrity (AI) is of increasing importance in higher education. At the same time, students are becoming more consumer-oriented and more inclined to appeal against, or complain about, a penalty imposed for a breach of AI. This combination of factors places pressure on institutions of higher education to handle alleged breaches of AI in a way acceptable to students that motivates them to continue to engage with their studies. Method Students (n = 8) were interviewed to discover their (...) perceptions of the process for dealing with breaches of AI. All students were based in one university in a very diverse area of London which has many first-generation students from non-traditional academic backgrounds. Results Students reported strong emotional reactions featuring high levels of anxiety and stress. Some found the process to be threatening and demotivating and questioned continuation on their course of study, while others used more adaptive coping strategies. Students also went to great pains to make it clear that their own, and their friends’, breaches of AI were unintentional, while expressing the view that other people were deliberately cheating and should be penalised. Key recommendations include: support for students to re-engage after the intervention; support for students to develop effective self-regulatory learning strategies and time management; provision of specific examples to clarify what is, and is not, acceptable academic practice; recognition of the strong emotions likely to be invoked, especially if accompanied by declarations of unintentionality. (shrink)

The academic databases such as Scopus or Web of Science are commonly used to measure performance of universities, departments, and even single researchers. However, to what extent such databases can represent real outcomes of aforementioned units especially in the field of art and humanities where local languages and cultural phenomena play an important role is not clear. This article focuses on understanding how research in this field, as seen through the case of aesthetics in non-English speaking countries, Finland in (...) particular, is represented through major academic databases. This question is tackled by applying a data mining approach. First, we identify major academic databases, and afterwards test what is the proportion of Finnish aesthetics presented in those databases. Our approach allows us to critically look into representation of local art or humanities related research in general academic databases, and understand to what extent we can trust those sources in representing real pictures of the field. Results strengthen the well-known fact that most common academic databases draw a rather poor picture. In more particular this article shows that there are certain factors that influence analysis of the field: spread data, multilingual content, non-standard categorization, variability of venues, different publishing patterns, and unsuitable impact metrics. However, our results propose that alternative databases can be formed from university or meta-data databases. We also provide further directions for designing of such databases. (shrink)

The susceptibility of online learning to cheating behavior remains a contentious and unresolved issue. A cross-sectional explanatory research design was utilized to test the hypothesized factors influencing academic cheating in online learning. Our study involved 562 participants, selected through a non-probability sampling technique, who were surveyed using online questionnaires designed to measure the identified factors. We tested the hypotheses by utilizing path analysis through the partial least square regression approach within the SMART-PLS software. The demographics such as gender and (...) age of the students, along with the roles of teachers and school administration significantly influenced the students’ instances of self-reported academic cheating. The students’ attitude toward academic cheating emerged as an important factor in predicting cheating behaviors. The paper concludes with recommendations for future research explorations into other potential factors that may contribute to academic dishonesty in online learning. (shrink)

International large-scale assessments, such as PISA, provide structured and static data. However, due to its extensive databases, several researchers place it as a reference in Big Data in Education. With the goal of exploring which factors at country, school and student level have a higher relevance in predicting student performance, this paper proposes an Educational Data Mining approach to detect and analyze factors linked to academic performance. To this end, we conducted a secondary data analysis and built decision trees (...) (C4.5 algorithm) to obtain a predictive model of school performance. Specifically, we selected as predictor variables a set of socioeconomic, process and outcome variables from PISA 2018 and other sources (World Bank, 2020). Since the unit of analysis were schools from all the countries included in PISA 2018 (n= 21,903), student and teacher predictor variables were imputed to the school database. Based on the available student performance scores in Reading, Math, and Science, we applied k-means clustering to obtain a categorized (three categories) target variable of global school performance. Results show the existence of two main branches in the decision tree, split according to the schools’ mean socioeconomic status (SES). While performance in high-SES schools is influenced by educational factors such as metacognitive strategies or achievement motivation, performance in low-SES schools is affected in greater measure by country-level socioeconomic indicators such as GDP, and individual educational indicators are relegated to a secondary level. Since these evidences are in line and delve into previous research, this work concludes by analyzing its potential contribution to support the decision making processes regarding educational policies. (shrink)

This article explores Academic Service Learning as a teaching method which bridges the gap between academic requirements for learning and the need of society to have individuals willing to give their time and effort to benefit others in need. Students as part of a course learning requirement engaged in a consulting project whereby a non-profit organization was advised on both short term and long term planning. Students were exposed to the operational needs of the organization as well as (...) the dependency of the needy on their services. A pre- and post- survey was administered which focused on any perceived changes in Emotional Intelligence experienced by the students upon completion of the project. The results indicated that student’s EI was affected by the learning project in terms of how they feel about themselves and their overall effort levels. (shrink)

This article begins by accepting that strategic ignorance, or agnotology, underpins academic practice and perpetuates the systemic disadvantage experienced on a global level by non-White and Indige...

AimThe current study attempted to assess the effect of positive emotion on post-graduate students’ psychological capital as well as on their academic engagement behavior. Also, the direct relationship between PsyCap and academic engagement behavior was assessed alongside the presence of Stress as a moderating variable between PsyCap and academic engagement behavior amongst post-graduate students in Malaysia.Materials and MethodsA self-administered questionnaire was used for data collection from 373 post-graduate Ph.D. students registered in various universities throughout Malaysia with a (...) non-probabilistic sampling technique. Research respondents belonged to management, humanities, engineering, computer science, and health sciences domains, and they responded through a questionnaire copy. Statistically, structural equation modeling was applied to evaluate confirmatory factor analysis, reliability analysis, validity analysis, measurement model, structural model, and path analysis. Furthermore, the bootstrapping approach was utilized to test the final model.ResultsFor the hypothesized model, our results confirmed that positive emotions had a positive and significant effect on students’ psychological capita as well as on their academic engagement behavior. Further, PsyCap also had a positive and significant effect on academic engagement behavior. Our results also reported that stress as a moderating variable has a negative and deteriorating effect on the relationship between PsyCap and the academic engagement of students.ConclusionThe study’s findings support the theoretical assumption that positive emotions help individuals generate cognitive resources, which in turn help them manage their engagement behavioral requirements. However, the stress caused by their study needs may deplete their psychological resources, consequently influencing their academic engagement behavior. Interventions like personal coaching/counseling, appropriate follow-up, and flexible goal settings with other measures may help post-graduate students in achieving their daunting tasks. (shrink)

The legacy of totalitarianism thwarts discourse and practice of academic freedom in post-Soviet universities. For legacy-holders, “academic freedom” causes disorientation, irresponsibility, demoralization and inequity. They see more threats than benefits from empowering decision-makers who are non-compliant with local bureaucracy. For innovators, freedoms enhance flexibility and creativity. However, granting such freedom also reinforces value clashes on campuses and tends to intensify feelings of guilt and shame in regard to actions which show a disrespect of authority and tradition. While both (...) legacy-holders and innovators endeavour to redefine their practices and norms in their teaching, they appear to still struggle to shed their predispositions to a paternalistic and colonial philosophy of education. Presumably curative, their engagement with international networks of scholarship exposes their particular positions of vulnerabilities to that end. Both groups continue to push patriotism and cultural idiosyncrasy in order to hedge their power and status in the global marketplace of ideas. As in the past, a discourse of anti-westernization prevails, shoring up legacies of regulative thinking, indoctrination, and insularity. Progressive academics succeed primarily by taking bold steps to go above and beyond the dominant discourses and norms within their universities and policy-building communities. This article explicates why, in turn, a “surrogate academic freedom” tends to emerge as a conundrum across the post-Soviet higher education space. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Academic Skepticism in Hume and Kant: A Ciceronian Critique of Metaphysics by Catalina González QuinteroZuzana ParusnikováCatalina González Quintero. Academic Skepticism in Hume and Kant: A Ciceronian Critique of Metaphysics. Cham: Springer, 2022. Pp. 268. Hardcover. ISBN: 978-3-030-89749-9. £99.99.This book is a valuable contribution to the rapidly expanding field of research into the formative impact of ancient skepticism on early modern philosophy. This new paradigm was introduced (...) several decades ago, as González Quintero acknowledges, by the pioneering work of Richard Popkin; and while Popkin emphasized the constitutive role of Pyrrhonism in this process, recent philosophical debates have been characterized by a more measured approach, carefully differentiating between the Academics and the Pyrrhonists, and their respective influence on modern skeptics. Gonzáles Quintero opts for the Academic interpretation of Hume’s skepticism, applying it to both his Treatise and the first Enquiry, and extending it to both of Kant’s Critiques—an area much less explored in the context of ancient skepticism. She thus heads into a complex philosophical landscape.The reader may be somewhat puzzled by the book’s subtitle, one which seems to add yet another theme to its already broad structure. However, as Gonzáles Quintero explains in the Introduction, she wants to take the discussions of Academic skepticism beyond the field of empirical science and concentrate on the attitude of the skeptics towards metaphysics; her aim is to show how Cicero, Hume, and Kant “used skeptical means to examine the justification of metaphysical claims and to determine, in this way, which resulting beliefs could be held non-dogmatically and for practical purposes” (1). Perhaps then, the book may be more accurately titled Academic Skepticism and Metaphysics: Cicero, Hume and Kant.Though this may seem a reduction in the scope of the topics, in this particular case it is an expansion, since the author reconstructs how the attitude of the skeptics to metaphysics unfolds from their general epistemological skepticism concerning the limits of reason. She divides the book into three main parts (Cicero, Hume, and Kant), with the first chapter of each part describing the skeptical method of that particular philosopher or school, and the second examining its application to metaphysical matters. This is a huge undertaking for one book, requiring the author to navigate a vast field of philosophical material, including a significant amount of primary and secondary literature, while turning it all back toward the main question concerning the role played by Academic (Carneadean) skepticism in the ancient, Humean, and Kantian treatments of religion and other metaphysical issues. The danger of topic-overload arises and a selective approach is crucial to avoid “dropping the ball.” Gonzáles Quintero tackles this task with varying success. [End Page 346]The first chapter of the first part of the book provides a thorough analysis of Academic skepticism and how it differs from Pyrrhonism and stoicism. With an extensive knowledge of scholarly debates on ancient skepticism, the author discusses various nuances in the relationship between radical Pyrrhonism and Arciselaus of the Second Academy, moving on, predictably, to Carneades of the Third Academy, who proposed a moderate version of skepticism based on evaluating the degree of persuasiveness of impressions. Such impressions deserve non-dogmatic approval and can thus reduce the scope of epoché; they motivate our search for truth while admitting our fallibility; and they guide us in practical matters. Her argument that assenting to persuasive beliefs contains a rational (normative) aspect perhaps deserves further discussion; for the ancient skeptics the criterion of persuasiveness was subjective and unstable, reflecting our momentary feelings about appearances.In the chapter on metaphysics, the author compares Cicero’s skeptical method in De Natura Deorum (DND) and the Tusculan Disputations. In the former, Cicero (through the character of Cotta) abandons skeptical principles (which would prevent us from defining the nature of the gods) for the sake of the practical usefulness of religious rituals as endorsed by the Stoics; while for the Epicureans (Velleius) the gods (or some cosmic Deity) are utterly unconcerned by our world, for the Stoics (Balbus) they care about human affairs—thus this latter stance supports the state religion that Cicero... (shrink)

The aim of this study was threefold: First, to examine the dimensionality of the construct of General Academic Ability at the subscale level providing additional insights over and above on the conceptualization of the construct. Second, to explore different degrees of measurement invariance of the GAA across gender using more recent advancements in the examination of Measurement Invariance. Third, to examine gender differences across the different facets of the GAA at the latent mean level. The sample consisted of 1,800 (...) high school graduates who applied for higher education in Saudi Arabia. The results from the analysis indicated that the hierarchical model with one higher-order factor and four lower-order cognitive factors exhibited an excellent fit to the data. In terms of the measurement invariance hypothesis, it was found that the hierarchical model exhibits full configural and metric invariance and partial scalar invariance. Finally, using the Latent Mean Difference procedure, the results showed gender differences in the Verbal and GPA domains. Although significant differences were also found in the Scholastic aptitude domain, this finding is not stable due to several non-invariant items within the domain. In both cases, females scored higher than males. Finally, regarding the higher-order factor, the results showed that females scored higher than males. There were no significant differences in the Quantitative domain. (shrink)

In July 2023 a group of philosophers gathered in Lisbon to address the boundaries, crossroads, and deadlocks in philosophy as a way of life (PWL). This short paper, based on my Lisbon talk, addresses all three topics. First, I want to highlight the boundary separating the university from everyday life. I offer a distinction between philosophers as academic professionals – university-based scholars – and philosophers as lovers of wisdom, life-guiding sages offering intelligent instruction concerning problems of living. Academic (...) philosophers typically address fellow scholars and university students. By contrast, philosophical sages have audiences composed largely of non-philosophy professionals, including interested – and often spiritually ill – people from all walks of life. My question is: does academia set a boundary for PWL that excludes philosophers as life-guiding sages as teachers and scholars? And does this boundary create a roadblock in the development of PWL? (shrink)

The study of the artistic heritage of neo-academicians in the context of the study of mixed techniques is quite relevant. To date, the analysis of the creativity of artists, representatives of non-academism as an artistic trend of the late twentieth century in Russia, is based on the artistic criticism of art critics, art critics who were part of this trend and considered the work of non-academicians from the perspective of the artistic life of this period in the context of the (...) socio-cultural processes of Russia during the Perestroika era. Also, the works of neo-academist artists are studied from the position of "creative rebellion" and the search for new forms in art. In this article, the works of T. Novikov, G. Guryanov, K. Goncharov, V. Mamyshev-Monroe and other representatives of NAII are studied from the position of "mixed techniques" in art objects. The main emphasis is placed on the analysis of art objects in mixed techniques in the context of overcoming formalism, embodying stylistic diversity, metamorphosis of forms and states, pictorial symbols and universal meanings. The realization of the principle of the infinity of choice and the infinity of meaning and diversity is associated with postmodernism in art, the introduction to which became decisive in Russian art of the late twentieth and early twenty-first centuries. The appeal to the study of art objects of neo-academicians made in mixed technique allows us to enrich and supplement the understanding of the term "mixed techniques" in modern art practices related to the search for new forms, compositional solutions, the formation of a unique author's language, the originality of the work. (shrink)

The long-term benefits of academically selective schools have not been thoroughly explored in the Australian context. This research draws on data from a longitudinal study of Australian young people (n = 2933) and utilises Nearest-neighbour matching techniques to explore whether individuals who attend academically selective schools have better outcomes than those who attend non-selective schools. This research explores a range of post-school outcomes, including engagement in education or employment, years of education and life satisfaction. Participants who graduated from academically selective (...) schools reported slightly higher general life satisfaction scores. Limitations around the available data and measures used for identifying selective schools are discussed, but these results indicate that attending an academically selective school is not associated with major benefits for individuals. We argue that academically selective schools contradict the principles of inclusive and equitable education which underpin Australia’s school system. The results speak to policy makers who play a key role in evaluating and regulating selective processes. (shrink)

Current debates about the integration of traditional and academic ecological knowledge struggle with a dilemma of division and assimilation. On the one hand, the emphasis on differences between traditional and academic perspectives has been criticized as creating an artificial divide that brands TEK as “non-scientific” and contributes to its marginalization. On the other hand, there has been increased concern about inadequate assimilation of Indigenous and other traditional perspectives into scientific practices that disregards the holistic nature and values of (...) TEK. The aim of this article is to develop a practice-based account of the epistemic relations between TEK and AEK that avoids both horns of the dilemma. While relations between TEK and AEK are often described in terms of the “holistic” nature of the former and the “mechanistic” character of the latter, we argue that a simple holism–mechanism divide misrepresents the epistemic resources of both TEK and AEK. Based on the literature on mechanistic explanations in philosophy of science, we argue that holders of TEK are perfectly capable of identifying mechanisms that underlie ecological phenomena while AEK often relies on non-mechanistic strategies of dealing with ecological complexity. Instead of generic characterizations of knowledge systems as either mechanistic or holistic, we propose to approach epistemic relations between knowledge systems by analyzing their heuristics in practice. (shrink)

In this study we examine college cheating behaviors of business students compared to non-business students, and investigate possible antecedents to cheating in an effort to better understand why and when students cheat. We specifically examine power values; we found that they were positively related to academic cheating in our sample, and that choice of major (business or non-business) partially mediated the relationship between power values and cheating. We also considered the extent to which students provide justifications for their cheating, (...) and found that business students were more likely to justify (rationalize) their cheating behaviors. Finally, we update the literature in terms of the ways students cheat. We assess newer forms of academic cheating, as increased accessibility to information via the Internet and smartphones may have changed the ways and ease with which students cheat – a particularly relevant topic currently, as many classes have moved online during the COVID-19 pandemic. In our study, cheating was especially prevalent when taking quizzes or tests or completing homework online. We found that only 10% of participants reported never engaging in any of the cheating behaviors we examined. (shrink)

Artificial general intelligence is a greatly anticipated technology with non-trivial existential risks, defined as machine intelligence with competence as great/greater than humans. To date, social scientists have dedicated little effort to the ethics of AGI or AGI researchers. This paper employs inductive discourse analysis of the academic literature of two intellectual groups writing on the ethics of AGI—applied and/or ‘basic’ scientific disciplines henceforth referred to as technicians (e.g., computer science, electrical engineering, physics), and philosophy-adjacent disciplines henceforth referred to as (...) PADs (e.g., philosophy, theology, anthropology). These groups agree that AGI ethics is fundamentally about mitigating existential risk. They highlight our moral obligation to future generations, demonstrate the ethical importance of better understanding consciousness, and endorse a hybrid of deontological/utilitarian normative ethics. Technicians favor technocratic AGI governance, embrace the project of ‘solving’ moral realism, and are more deontologically inclined than PADs. PADs support a democratic approach to AGI governance, are more skeptical of deontology, consider current AGI predictions as fundamentally imprecise, and are wary of using AGI for moral fact-finding. (shrink)

The emergence of generative artificial intelligence tools, such as ChatGPT, presents new challenges impacting student perceptions of academic integrity. While extensive research exists on academic misconduct and student perceptions of various infractions, there is limited understanding of how AI tools impact these views and whether their use constitutes a violation of academic integrity policies. This study explores university students’ awareness and perceptions of academic misconduct, particularly concerning AI tool usage. A survey of domestic and international students (...) enrolled at major universities in the United States received 277 valid responses. The results reveal high awareness of university integrity policies and significant concern about the use of AI for writing papers, with substantial variance in perceptions of misconduct severity. Notably, using AI to write entire papers is seen as major misconduct by a majority, while smaller AI-assisted tasks are viewed as less severe. Regression analysis highlights the importance of ethical education, revealing that students who view AI writing as cheating and those who believe cheating is unethical perceive academic misconduct more seriously. Conversely, student demographics (major, educational level, gender, international status), awareness of AI detection tools, and perceived ethics of AI use show complex, often non-significant relationships with perceptions of misconduct severity. These findings provide indication that education and clear policy about AI usage and academic misconduct could be useful in addressing a growing number of infractions in the face of emerging AI trends. (shrink)

I stipulate that an academic discipline is societally relevant insofar as it helps to resolve a society’s real problems. What makes such a view correct depends on meta-normative views. I show how one’s meta-normative view significantly determines the likelihood that disciplinary philosophy is of societal relevance. On normative non-naturalism, normative naturalism, and normative scepticism, the societal relevance of philosophy is in doubt. I then argue that philosophers should aim for two remedies. They should be what I call omnivores and (...) 'synthesisers, aiming for empirically sound knowledge and interdisciplinary integration to achieve societal relevance independently of the correct meta-normative view. (shrink)

The current pandemic represents unprecedented times in medical education. In addition to the already strenuous demands of medical school, the SARS-CoVid-2 pandemic introduced a new source of ethical and moral pressure on students. Medical students navigated finishing their didactic years in isolation and initiated their clinical rotations in a pandemic environment. Many medical students found themselves in the frustrating position of being non-essential healthcare workers but still wanting to help. This paper follows the personal and shared experiences of a second-year (...) medical student transitioning to their third year. In particular, this paper examines the author’s personal ties to the disability community through their family, and how this impacted their approach in striving to aid in the pandemic. (shrink)

Because higher education brings members of academic communities in direct contact with students, the reflective higher education student is in an excellent position for developing two important intellectual virtues: confidence and humility. However, academic communities differ as to whether their members reach consensus, and their teaching practices reflect this difference. In this essay, Ward Jones argues that both consensus‐reaching and non‐consensus‐reaching communities can encourage the development of intellectual confidence and humility in their students, although each will do so (...) in very different ways. (shrink)

Philosophy as an academic discipline has grown into something highly specific. This raises the question whether alternatives are available within the academic world itself – what I call the Lutheran view – and outside of academia – what I call the Calvinist view. Since I defend the thesis that such alternatives partially exist and as yet non-existent possibilities could in principle be realised, the main question thus becomes what prevents us from acting appropriately. In honour of Paul Smeyers, (...) the fitting metaphor has to be the Wittgensteinian fly-bottle. (shrink)

In Sweet Liberty, writer and director Alan Alda dramatizes the process of turning a scholarly study about the American Revolutionary War into a Hollywood film; he does so in ways that bring out the ethical complexities of adaptation, and eventually takes them to a meta-filmic level rarely seen in non-experimental cinema. While Sweet Liberty initially comes off as a light comedy with a predictable plot and ending, on closer inspection it compels us to reflect on the relationship between historical research (...) and the popular entertainment industry. Although Alda appears to chastise the makers of period films who seek to capitalize on “history” without paying heed to historical facts, his professorial hero is not particularly critically minded either. Intentionally or not, Alda demonstrates that evaluating a mainstream history film cannot be reduced to a dichotomy between truth and fiction, and that research-based knowledge should also be viewed with a healthy skepticism. (shrink)