The official ministries of education for the States are: Ministère de l’éducationna- tionale de l’enseignementsupérieur et de la recherche for France, Ministerio de Educa- cion Cultura y Deporte for Spain, the Department for Education for the United King- dom, and Bundesministeriumfür Bildung, Wissenschaft, Forschung und Technologie for Germany. However, for other States, the main contribution was provided by MORE2 of Brussels  ; this is a series of more than forty country profiles that summarize the data on academic salary and benefits related to work in the academic sector. Data were collected for the European Commission in 2012    by a network of national experts in the MORE2 study  . All academicpositions were used by the ministries of education of every country.
‘Quantitative Research Methods’, supervision bachelor theses, coordinator of ‘International Communication’, coordinator of ‘Communication Policy’, MA seminar ‘Globalization, Global Governance and Human Rights’, MA seminar ‘Organizational Change’, ‘Introduction Academic Writing’, ‘Research Project’, ‘Introduction Communication Science’, ‘Media Economics’.
This Exchanges commentary is concerned with the health of Economic Geography (EG) as a sub- discipline, and economic geography (as a wider community of practice) in one of its historical heartlands, the UK. Against a backdrop of prior achievement, recent years have witnessed a noticeable migration of economic geographers in the UK from Departments of Geography to academicpositions in Business and Management Schools and related research centres. For the first time, a new research report by the Economic Geography Research Group of the RGS-IBG – We’re In Business! Sustaining Economic Geography? – has empirically evidenced this trend since 2000 (see James et al. 2018 for the full report). In this parallel commentary, we summarise the major findings of that project in order to identify: the scale of this cross-disciplinary labour mobility; its operation at different levels of the academic career hierarchy; and the underlying motivations and variegated outcomes experienced by those making the transition. We then move to consider the wider implications of this ‘EG diaspora’ for sustaining EG teaching,
Abstract. Academic rewards and honors are proven to correlate with h-index, although it was not the decision criterion for them till recent years. Once h-index becomes the rule-setting scientometric ranking measure in the zero-sum game for academicpositions and research resources as suggested by its advocates, the ra- tional behavior of competing academics is expected to converge towards its game- theoretic solution. This paper derives the game-theoretic solution, its evidence in scientometric data and discusses its consequences on the development of science. DBLP database of 07/2017 was used for mining. Additionally, the openly avail- able scientometric datasets are introduced as a good alternative to commercial datasets of comparable size for public research in behavioral sciences.
Some, if not the majority, of the most desirable non-academicpositions are not advertised. This may reflect a desire on the part of practices for discretion and selectivity, a lack of knowledge of available options, or unwillingness to pay advertising or recruitment fees. Attending physicians, colleagues, and residency alumni may be your greatest resource in learning about the right local job opportunity. They may know of unlisted jobs, may know enough about you to have a sense of your needs and fit, and may have a vested interest in your success. Word of mouth networking is inefficient. The more people aware of your interest, the greater the probability those with jobs to offer will become aware of your interest. If your interest is in another region, the same strategy can be employed by sending your cover letter and resume or CV to all the Med-Peds physicians in that region. Names of most Pediatricians and Med-Peds physicians in a region will be listed in the AAP Fellowship Directory.
programs before ever being hired (Austin, 2002a). Doctoral programs are supposed to be the start of multiple processes of socialization into the roles of PhD student, academic life, and the discipline (Austin, 2002a). However, doctoral students may have misconceptions about what academics do, not thinking about those aspects of academicpositions that cannot be “seen” (Bieber & Worley, 2006, p. 1021). They may have limited understanding of the multiple roles that comprise academicpositions, for example, student advising, institutional service, and community engagement (Austin, 2002b). Some of these misconceptions may come from students’ undergraduate interactions with academics (Bieber & Worley, 2006), while others may come from doctoral students being left to figure out how to work within the university environment on their own with little guidance about what faculty positions entail (Austin, 2002b). Doctoral students are in an interesting position within the university as they work under the supervision of an academic; they are moving toward independence in their work, but have not yet achieved it. This is the traditional model of apprenticeship, in which students are trained in a research degree to prepare them to become academics within the university (Bieber & Worley, 2006). Under this model, doctoral students may learn from supervisors and other faculty about the day-to-day life of academics. Some doctoral students gain teaching and/or service experience during their doctoral program in addition to their research training. Other doctoral students are given little
Fabrizio & Di Minin, 2008). Nevertheless, these studies systematically neglected the role that collaborative networks across and within scientific communities play in shaping scientists’ productivity (except for Balconi, Breschi, & Lissoni, 2004). In fact, social networks have been found inextricably linked to knowledge creation by influencing both search and recombination processes (e.g. McFadyen & Cannella, 2004; Tsai & Ghoshal, 1998). The increasing number of collaborations among scientists characterising the last decades further confirms the importance of these networks in determining the advancements in science (e.g. Katz & Martin, 1997). Scientists, therefore, are embedded in networks of collaborations where they exchange ideas, resources, and information to generate new knowledge (e.g. Barabási, 2005; Granovetter, 1973; Moody, 2004). The configuration of these networks, as well as the position an academic scientist occupies within them, may significantly affect performance in terms of both number and quality of scientific articles.
The Zicklin School of Business continues to support and encourage faculty editorial service for academic journals, including editorships, advisory boards, and refereeing. Such activities play an important part in enhancing the general reputation of the school, are beneficial to the faculty member by
Given the unprecedented sudden shortfall in many university budgets, even as the institutions had to continue to fulfil stipulated requirements for growth and research outputs set by the DHET, this study sought to explore the initial responses from the finance units of South African universities as to how they experienced the first three months of the new academic year in these crisis conditions. They were asked to report on their reactions to the shortfall by answering a set of questions connected with the immediate effects of the zero fee increase. This preliminary, qualitative, exploratory study therefore allowed institutions to express their views and reactions. Further information was gathered from the general media and formal government documents.
TA (Reader/Tutor/Associate) PARTIAL FEE PAYMENTS: A graduate student appointed on an academic title or a combination of academic titles (TA, Reader, Tutor, and Associate) at 25% time or more for the entire quarter is eligible to have the health insurance portion of the fees paid and partial fee remission (Tuition and Student Services Fee). For the spring quarter 2015, the amount is $5131. For Teaching Assistants and Associates (and Readers and Tutors confirmed to work a minimum 25% or 110 hours), these fee payments are credited to students’ accounts prior to the beginning of the quarter. Unconfirmed Readers and Tutors who eventually work 110 hours during the quarter are refunded fees at the end of the quarter after copies of