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Alexander, Bryan

doi:10.1353/book.72236

Cited by 30 publications

(4 citation statements)

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“…To cope, university lecturers focus on teaching, giving up on research/publication pursuits or professional/practical activism, if not both when the teaching and administration demands become too extensive. The findings reveal traces of alienation, but generally, to date, it is still more likely for one to persevere rather than opt for a career change, as reported to be happening in other international contexts [20,37]. A university lectureship, viewed from the inside, does not look so much like the privileged occupation it is seen to be from the outside; from the outside perspective, it would seem that one would have the time to pursue the disciplinary knowledge one is passionate about.…”

Section: Discussionmentioning

confidence: 80%

A Malta Experience of Being a University Academic: A Thematic Narrative

Cutajar

2024

Trends in Higher Education

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This paper shares the research results of an explorative study investigating university lectureship experience in a Malta university context. The study aimed to obtain a holistic description of the university academic experience. The qualitative research findings, based on a thematic analysis of 10 individual interview transcripts, describe the experience of being a university academic as a journey of time passages in space and time. The journey is characterised by the strong theme of teaching along with the two other primary themes, labelled identity and un/belonging. Identity feeds on, but not only on, teaching and the sense of un/belonging. Profession/Practice and Research/Publication are two other themes that, in this study, emerge as feeding the primary themes. These research findings unsettle the privilege portrayals of tenure-track university lectureships. They confirm the emphasis on teaching in this local context and increased administration obligations. Distinctively, they expose another identity dimension in addition to the teacher and researcher attributions highlighted in the mainstream literature. These findings suggest that academics need to be supported for keeping alive differentiated identity dimensions, which are not in opposition to each other but are in competition for time. While the limitations of the study are acknowledged, several recommendations deriving from the research findings are shared.

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Section: Discussionmentioning

confidence: 80%

A Malta Experience of Being a University Academic: A Thematic Narrative

Cutajar

2024

Trends in Higher Education

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“…The two possible responses I offer-broadening the reach and impact of our scholarship and engaging in more imaginative, speculative, and critical work-are not panaceas either. Unlike technological solutionism though, these actions respond to calls by Facer and Sanford (2010), Ross (2017), Staley (2019), andAlexander (2020) to develop scenarios for the future of higher education as a way to address current challenges and work toward desirable outcomes. I imagine such futures to be inclusive, equitable, and just; to serve all of our learners; to prioritize collaboration over competition; to be flexible to learners' needs; to exhibit care and trust for our students; and to be free of systems of oppression and injustice that operate within our own institutions.…”

Section: Discussionmentioning

confidence: 99%

How should we respond to the life-altering crises that education is facing?

Veletsianos

2020

Distance Education

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Prior literature suggests that to address the problems facing education, researchers and practitioners of online and flexible learning should avoid placing too much emphasis on the potential of technology and consult the history and literature of the field. In this reflective article, I argue that in addition to these activities, we should expand our efforts to broaden the reach and impact of our field and engage in speculative work that asks: What should the future of digital, online, and flexible education look like? ARTICLE HISTORY

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“…This landscape became more complicated when on 30th January 2020 the WHO/World Health Organization declared Covid-19 as a global public health emergency of international concern and on 11th March 2020 as a pandemic (Cucinotta & Vanelli, 2020). This situation marked one of the greatest moments of uncertainty for higher education (Alexander, 2020). On the other hand, it called for offering already available technical resources (Kaur, 2020) within such a short period, thereby witnessing the imperative to put into use and enhance the digital knowledge and competences acquired until then by all higher education actors concerned.…”

Section: Introductionmentioning

confidence: 99%

The Future Higher Education in Albania in the Digital Era–Challenges and Opportunities

Dr. Etleva Babameto, Dr. Doriana Pano

2024

jes

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Over the last decade, Albania made genuine attempts to adopt its education system after the European model considering the implementation and integration of ICT as a functional skill of digital literacy to face, among others, the challenges of current globalization. But the Covid-19 crisis evidenced that such a revolutionizing of the education system was applied to ICT incorporation and implementation into a curriculum of merely conventionally-based teaching and learning process. Precisely, the research question addresses the evolution of the higher education in Albania against the backdrop of lessons learned from the pandemic crisis in view of an effective and qualitative education system while making the most of technological and digitalized tools. The study is based on a qualitative analysis offering a theoretical approach of primary and secondary sources and continues with the empirical research conducted in 2023 - a survey questionnaire regarding students’ perceptions of the blended mode of teaching and learning process and also a comparative assessment with the one conducted in 2020 regarding their attitudes of online delivery. Hence, by considering the analysis in two quite differing contexts, the aim is to explore how have students’ outlooks changed regarding the mode of delivery of the teaching and learning process since the pandemic period to date. The study also includes in-field expertise acquired to that aim from the University of Münster (Germany) in the framework of the RESILIENCE Project.

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Academia Next

Cited by 30 publications

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A Malta Experience of Being a University Academic: A Thematic Narrative

A Malta Experience of Being a University Academic: A Thematic Narrative

How should we respond to the life-altering crises that education is facing?

The Future Higher Education in Albania in the Digital Era–Challenges and Opportunities

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