The Ontology of Mention: Contexts, Contests, and Constructs of Academic Identity among University of Zambia Faculty

Chipindi, Ferdinand Mwaka; Vavrus, Frances

doi:10.32865/fire2018437

Cited by 11 publications

(14 citation statements)

References 13 publications

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“…As noted above, appropriate credit of all partners in all research outputs is one of the features of an equitable partnership. In sub-Saharan Africa, as in many parts of the world, criteria for academic career progression are increasingly linked to measures of publication (Thomas 2017;Fussy 2018) and revenue generation (Chipindi and Vavrus 2018). Given the limited local sources of funding with extremely low investment in research by national governments in the region (Gévaudan, 2017;Asare et al 2018), these factors contribute to the appeal of engagement in externally-funded international research partnerships (RRC 2018).…”

Section: South-north Research Partnerships In Education: Current Poli...mentioning

confidence: 99%

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa

Asare

Mitchell

Rose

2020

Compare: A Journal of Comparative and International Education

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This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable.

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Section: South-north Research Partnerships In Education: Current Poli...mentioning

confidence: 99%

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa

Asare

Mitchell

Rose

2020

Compare: A Journal of Comparative and International Education

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show abstract

“…Within this first group, we can observe a growing number of studies aimed at analysing the influence of the mentioned aspects on the PI of young teachers (Djerasimovic and Villani, 2019;Chipindi and Vavrus, 2018;Smith, 2017;Ursin et al, 2020;Ylijoki and Henriksson, 2017). Additionally, authors such as Findlow (2012) and Dashper and Fletcher (2019) focus on disciplines with little tradition in the academic community (e.g.…”

Section: Resultsmentioning

confidence: 99%

Exploring academics’ identities in today’s universities: a systematic review

Mula-Falcón

Rodríguez

Segovia

2021

QAE

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Purpose The study aims to analyse international studies on the impact that new forms of control and performativity in higher education have on academics’ identity. The aim was threefold, namely, to provide an overview of the main published findings; to establish biases and future lines of research and to offer a starting point to stimulate a debate on the future of universities. Design/methodology/approach The present study consists of a systematic review aimed at providing an overview of the main professional identities (PIs) described in the literature in the past 10 years. A bibliographic search was conducted on the Web of Science, SCOPUS and Education Resources Information Centre, which yielded a total of 26 articles that were subsequently subjected to thematic analysis. Findings The study provides an overview of the types of identities developed by academics as a result of the new forms of control. Among the main findings, this study reveals a clear predominance of PIs characterised by submission to the new neoliberal demands. The professional, social and health consequences associated with these identities are also highlighted. Finally, a proposal is made for future research to better understand how these new PIs are constructed and developed. Research limitations/implications Because of the chosen filters or databases, the study could have omitted possible articles relevant to this review. Therefore, researchers are encouraged to replicate such a study by expanding, for example, the languages used. Originality/value This study helps us to obtain a detailed description of the different identities generated as a consequence of the new governance of higher education. Furthermore, possible implications for mitigating this situation are mentioned.

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“…This study is both quantitative and qualitative [28]. For this study, two research instruments were used to collect the required information from the respondents, and these were: questionnaire and Semi-structured interview [9]. The questionnaire was used with the College Principals, Deputy Principals, Registrar, Deputy Registrar, Human Resource Manager, Deputy Human Resource Manager, Head-teachers, and Deputy Head-teachers (See appendix 1 for detail).…”

Section: Instrumentsmentioning

confidence: 99%

“…In line with such guidance, the researchers first obtained an introductory letter from the school. Also, permission to gather information from the respondents was sought [9].…”

Section: Data Collection Proceduresmentioning

confidence: 99%

Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia

Muuma¹,

Chipindi²

2021

IJSEDU

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The vision of the National Gender Policy (NGP) was to achieve gender equity at all levels of decision making in the Zambian political economy. Institutions of higher learning occupy a significant role in the socio-economic development of Zambia and are critically affected by gender policy issues. The study was carried out to investigate the Gender gaps among Women and Men in Administrative positions: The case of Educational Institutions in Lusaka District, Zambia. The objectives that guided the study were: to assess the extent of gender gaps in administrative positions of selected educational institutions; identify the causes of gender gaps in managerial positions of established educational institutions, and ascertain the effect of gender gaps in the operations of selected academic institutions. This research employed both quantitative and qualitative survey research approaches, which followed a descriptive case study design. The sample consisted of seventy-eight (78) respondents. This comprised of forty-eight (48) administrative officers from six (6) educational institutions, that is eight (8), administrative officers, from each institution. At the same time, thirty (30) respondents were sampled from non-administrative officers, five (5) non-administrative officers were sampled from individual educational institutions. Purposive sampling and random sampling technique were used to sample the participants. A questionnaire and semi-structured interviews were used to collect data from the field. The study revealed the extent to which there are gender gaps in administrative positions of educational institutions is very significant. That is because the number of male administrative thirty-one (31) officers is almost double the numbers of female administrative seventeen (17) officers. The causes of gender gaps in administrative positions included; lack of clear policy on recruitment and promotion of administrative officers, lack of affirmative action during recruitment and promotion process, stereotyping of administrative positions, lack of confidence, limited role models, low level of education and administrative experience amongst females, and being overwhelmed with household responsibilities.

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The Ontology of Mention: Contexts, Contests, and Constructs of Academic Identity among University of Zambia Faculty

Abstract: This paper examines the implications of the neoliberal reforms of higher education in Zambia for the professional lives faculty at the University of Zambia (UNZA). It draws on interviews with junior faculty

Cited by 11 publications

References 13 publications

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa

Exploring academics’ identities in today’s universities: a systematic review

Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia

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