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Brennan and Magness (J Bus Ethics 152:53–71, 2018, 2019) argue that adjuncts are not exploited. We are sympathetic to some of their points. We agree, for example, that certain ways in which adjuncts are compared to sweatshop workers are offensive. For, as Brennan and Magness point out, there are many respects in which adjuncts are much better off than sweatshop workers. However, we show that the core insights of their paper are compatible with the view that adjuncts are exploited. Furthermore, their more general views about exploitation expressed in Cracks in the Ivory Tower actually lend support to the claim that adjuncts are exploited.

Deploying Carrillo Rowe’s concept of differential belonging and extending McCune’s notion of architexture to encompass transnational sensory registers, affective valences and intensities, relational patterns, and ideological and political textures, I describe and examine the complexities of home as a racial, gender, and sexual non-normative transnational subject in the U.S. academy. More specifically, I narrate two scenes of my autoethnography to make sense of my transnational experiences of academic home in U.S. spaces of higher education. In the article, I first discuss the concept of differential belonging and the architexture of home before I embark on my autoethnographic scenes and conclude with an exploration of how people “back home” imagine my life as a faculty member of a major U.S. university.

There has been a significant focus over the past two decades on how to best convert research in the field of juvenile justice into effective policy and practice. The growing body of knowledge about...

In 2015, Willem Halffman and Hans Radder published in Minerva a paper, in which they diagnosed that our universities are colonized by “The Wolf of management.” Using the example of the reforms afflicting the Polish academic world, I show that this colonization has intensified, and apart from the processes described in the aforementioned paper, it brought consequences that have changed academic culture: research is subjected to publication policy, many academic activities are treated as a hobby, researchers must be in a stand-by mode to react quickly to new regulations, and responsibility for the institutional prestige is collective. I argue that the attempts to reduce research results into numbers and algorithms stem from a quest for objectivity and a mistrust of academics’ (and the Wolf’s) ability to pass fair judgments. The Wolf tries to realize a utopian dream: the building of a structure that by necessity secures the productivity of research, which in turn brings the prestige of institutions, ultimately measured by rankings. Yet, prestige is not an epistemic but rather a political value, and when academics are forced to aim at prestige, vital academic values are endangered. Any efficient resistance to the Wolf requires grassroots work on the part of academics. By reconsidering the nature of research and education as well as their role in society, academics might be able to develop viable alternatives to the “productivist university.” This requires cooperation with broader society. As such, the alternative of either remaining in the ivory tower or submitting to the Wolf is a false dilemma.

Andersson, Lagerlof and Skyllberg raise several important questions concerning the issue of quality in development-led archaeology. Their analysis of the system is precise and thought provoking. From a Norwegian point of view, however, one has to notice a blind spot in their argumentation. This area of debate was originally of great importance to Swedish archaeology and is still in prime focus in the Norwegian management of cultural heritage. The authors point out that in Scandinavia there now exist two different systems of doing developmentled archaeology, that is, inside a state monopoly and as part of a competitive system. The main trend in public life in Scandinavia has been to break down the state monopolies and replace them by different systems of private or semi-private competition. One might ask why development-led archaeology in countries such as Norway has not been reorganised in a similar manner, as the idea of such a reform has regularly been suggested by several politicians and bureaucrats. I think the main reason for the Norwegian hesitance has been a continuous regeneration of the intellectual fundament of development-led archaeology. Development-led archaeology is primarily done in order to secure source material and documentation of past societies for research, when development plans are threatening the heritage. The importance of using this knowledge in public life is still sub-ordered such an ambition. There are two interrelated consequences of this stand. Firstly, in this system the developer is not expected or obliged to pay for any research or public appropriation of the past. The developer only pays for securing the source material for storage and future research. Secondly, this

One of today's most pressing Issues feeing Egyptology, Ancient Near Eastern Studies, and the Humanities in general is the question of how and why one conducts scholarly research Gone are the days when acdemia could be practiced in a sequestered, ivory tower with research conducted purely for its own sake The factors behind this turn arc complex and beyond the scope of this article to fully articulate On the one hand, there is a growing consciousness of the racial, demographic, and classist biases perpetuated by the existing system Combined with increasing discourse surrounding social, political, and environmental crises, this awareness encourages academics to turn a critical lens both on themselves and larger social issues, which in turn opens up new avenues of research On the other hand, we have seen the rise of authoritarianism and its accompanying assault on intellectualism, which, when combined with an already grim financial outlook for many universities (only exacerbated by COVID-19), threatens to defund academic institutions even further

The #MeToo movement is descending upon the walls of the ivory tower. The day of reckoning has come for academia to end teaching staff1 sexual misconduct. As women of public2 and third sector3 educa...

Black women faculty represent a small percentage of full-time faculty in higher education and are often invisible, marginalized, and expected to perform duties beyond teaching, research, and service. Yet, their success in higher education positions them as possibility models for change on their campuses. The purpose of this study is to investigate the experiences of three Black women faculty who teach in graduate education programs. Specifically, we examined how teaching using culturally relevant practices may cause Black women faculty to negotiate their identity within higher education organizational structures. Using a theoretical framework informed by Black feminism and the Culturally Relevant Leadership Learning Model, three salient themes were identified: roles and responsibilities, resistance, and limitations within the academy. Implications for practice include the creation of identity specific support for Black women faculty and attention be given to faculty and student readiness prior to engaging in culturally relevant practices beyond critical self-reflection.

Objectives: Explore how judges and attorneys define, acquire, interpret (i.e., determine the accuracy and relevancy), and use research in their decision-making in delinquency cases. Methods: We conducted semi-structured interviews with 30 judges, 15 prosecutors, and 13 defense attorneys. We used stratified purposeful sampling, stratifying participants by region of the U.S. and urbanicity. Results: Judges and attorneys have a sound understanding of how research can enhance their work. Typically, judges and attorneys acquire research from intermediaries. Beyond being a conduit for research, intermediaries play an important role in vetting the quality of research and identifying viable recommendations for practice. While practitioners are willing to use research, they feel that their ability to do so is limited by factors such as state policy, funding, and inaccessibility of research. Conclusions: While we caution generalization of the findings, this study contributes to the evidence-base on the use of research by documenting that judges and attorneys most often use research conceptually (i.e., research changes their perspective which then changes their behavior). Although respondents also reported using research-based tools to make specific decisions (instrumental use), many reported overriding research when they felt it conflicted with their judgment, suggesting that political use of research may be prevalent.

While understandings on the institutional environment and individual motivations have been at the center of describing the antecedents of academic entrepreneurship, findings from this research trigger skepticism in the currently dominant perspective. By building on the traditional institutional theory with insights from the stakeholders and attention-based perspectives, it is possible to postulate that reaching multiple stakeholders’ needs is essential in maximizing the effectiveness of a collective entrepreneurial process. We argue that aligning selective interests, or attentions, among key stakeholders is a critical factor that promotes academic entrepreneurship. Quantitative and qualitative investigations on Korean research universities confirm that involved stakeholders are subject to severe discrepancy in how they place attentional prioritizations in technology, formal institution, and informal institution capabilities. In spite of favorable national and university incentives, the different degrees of misaligned interests among key players prove to hold heavy repercussions in the collective planning and execution of academic entrepreneurship.

One of the major criticisms of top management in universities in most African countries is arguably the isolation of both top management team and intellectuals from the real problems and issues of the real world and business of universities. This disconnect, often referred to as the Ivory tower syndrome, has become a source of concern. Based on experience, observations over the years on administrative practices of vice chancellors and an extensive review of the literature on the nature of the university, Ivory Tower Syndrome, and transformational leadership, ideas derived therefrom are analyzed and thereafter fine threads are synthesized in this study. The integrated ideas helped to highlight the factors responsible for the persistence of the Ivory Tower Syndrome in universities. How the characteristics of transformational leadership can be used to eliminate, or at least, reduce this isolation from the people - staff and students - at the bottom of the ladder with their problems which often lead to strikes and other crisis situations are discussed. Social connectedness is recommended as a strategy that should be imbedded in university governance in Nigeria. Key words: Higher education institution, hierarchical disconnects, intellectual isolation, leadership theories, social connectedness, transformational leadership, universities.

Collaboration between industry and academia necessitates the management of entrepreneurial dynamics within ecosystem contexts. However, such partnerships perpetuate numerous challenges that, without effective management, can impact upon the ecosystem as a whole. Limited research to date has addressed the challenges affecting these university-industry partnerships and ascertained their impact upon ecosystem management. This study identifies the challenges pervading university-industry partnerships across entrepreneurial ecosystems, with a view that through an exposition of such challenges, more specific strategies could be implemented to address them. Questionnaires were distributed to key ecosystem stakeholders, requesting their perceptions of the key challenges affecting their collaborative relationships. Empirical data was analysed utilising fuzzy-set qualitative comparative analysis to deduce the configurational nature of the conditions. Results reveal mutually exclusive solutions grounded upon distinct combinations of conditions, constituting distinct pathways to ineffective ecosystem management. Theoretical and practical implications are discussed, as well as acknowledged limitations of this study and suggestions for future research.

EnglishThis review aims to present fragments of the academic career of Professor of “color” Mirza, published in the third chapter of the book Inside the Ivory Tower: Narratives of women of color surviving and thriving in British academia, also to motivate other women of color with their survival strategies in the face of racism in the academic space. portuguesEsta resenha tem por objetivo apresentar fragmentos do percurso academico da professora de “cor”Heidi Safia Mirza, publicizado no terceiro capitulo do livro Inside the Ivory Tower: Narratives of women of colour surviving and thriving in British academia, etambem motivar outras mulheres “de cor” em suas estrategias de sobrevivencia, frente ao racismo no espaco academico.

This introductory text frames the contributions of this forum, bringing together, scholars who have been working for a long time to dismantle knowledge systems that sustain whiteness, Eurocentrism,...

Safety-net health systems serve primarily low-income, racially/ethnically diverse patients who bear a disproportionate burden of disease and high social needs. Many safety-net institutions are publicly funded and are under-resourced to deliver high-quality and timely care. Further, little clinical and translational research includes safety-net populations due to lack of funding, structure to support research, and low prioritization. However, we argue that US health care as a whole will lose key insights across all levels of translational medicine-T1-T4 research, if safety-net health systems do not participate in research. Solutions such as targeted funds for safety-net research, consortium arrangements for research infrastructure, and increasing ways for clinician-researchers to have their primary home in safety-net settings are suggested to fill this gap. Achieving health equity in the U.S. is contingent upon safety-net inclusion in research to advance knowledge and develop, test, and evaluate innovations applicable across all patient populations.

The implementation of corporate governance that has been running so far tends to be an ivory tower that looks beautiful to look at, but is empty in its contents, such a charming appearance to be seen but is nothing more than makeup and decoration. This is of course a homework shared by all parties, the people as the main stakeholders expect the role and function of the government and the Parliament to grow a figure of trust with high integrity to bring progress to every State Own Enterprise corporation. Key Words: Good Corporate Governance, Communication Ethics, State Own Enterprise

This article aims to analyze the productions in scientific journals of international bases, in English, Portuguese or Spanish, about entrepreneurial university and third mission, focusing on the productions of Brazilian authors, through a systematic search of the literature. For that, we use the SSF - Systematic Search Flow method, which is applied in systematic and integrative reviews. An enterprising university, committed to the development of its region, is the key factor in achieving regional innovation, a key institution in knowledge-based societies. In the age of knowledge, the university is as important as industry and government; fundamental for the development of knowledge and innovation. As a result, we identified research challenges and opportunities, contributing to the construction of a panorama of Brazilian scientific production in international journals on the themes entrepreneurial university and third mission.

BACKGROUND AND OBJECTIVES: Family medicine (FM), a discipline that eschewed worshiping the ivory tower of research in favor of patient care, has struggled with its role in the world of scholarly activity. FM residencies mirror this conflict despite the Accreditation Council for Graduate Medical Education’s requirements for creating an environment of inquiry and scholarship. Because of this, the faculty within the Department of Family and Community Health (dFCH) at Marshall University changed its culture of scholarship. METHODS: A faculty-driven needs-based assessment of the department’s strengths and deficiencies for enhancing scholarship was conducted. A three-pronged approach of creating motivation, developing an infrastructure, and consolidating resources was created. This process was periodically re-evaluated and augmented. Departmental scholarly activity, defined as both publications and presentations, was tracked for an eight year period. RESULTS: Scholarly output increased by 483% (6 to 29) in year 1 and 10-fold by year 8 (6 to 60) from the pre-culture change baseline. This represents one- and eight-year increases for both publications (4 to 6 and 4 to 18 respectively) and presentations (2 to 23 and 2 to 42 respectively). Scholarly involvement became more widespread among faculty (n = 30) and increased linearly for residents (n = 19) and students (n = 13). CONCLUSION: Through a series of needs-based interventions with consistent reanalysis, the dFCH changed its culture of scholarship. Understanding that other departments have similar competing interests to negotiate, the principles of creating motivation, developing research infrastructure, and consolidating resources could be successfully applied elsewhere.

Much has been written about the roles that marketing and consumer research academics can play in communities, in business, in legal and public policy, and with regard to consumer welfare. However, ...

The academic workplace is often described as a place of merit and equal opportunities. However, research shows a leaky pipeline where the share of women and people of color decreases in the higher echelons of academia. Explanations are often structural referring to the access barriers women are confronted with such as hiring and recruitment. This research investigates what goes wrong in the early phases of a female academic's career. From an intersectional perspective, I study the experiences with everyday sexism and racism of PhD and post‐doctoral researchers across disciplines. After conducting 50 in‐depth interviews four processes are discovered: smokescreen of equality, everyday cloning, patronization, and paternalism.

Motivation The case against inequality should be open‐and‐shut. Evidence shows that the happiest and healthiest people live in countries with low inequality. Yet, the argument that inequality constitutes perhaps the most pressing challenge the world faces today is an idea whose time has not yet come. Purpose Since the impact of inequality extends well beyond the economic realm, the scope of analysis must be broadened, taking a multidisciplinary perspective, including historians, sociologists, psychologists, moral philosophers and political scientists. Approach and methods Mostly a concise summary of the main findings of the literature and research from a wide range of disciplines. Findings The findings in these different disciplines must be brought together and complemented by deliberate efforts to convey them to the public at large. They show that inequality has a deep and far‐reaching influence on people and society. Policy implications Inequality will not be brought down by paying more lip service to it or by conducting more research that stays in an ivory tower. Only if we come to understand that inequality engenders near universal harm will we muster the courage to address it. Equity‐adjusted averages must replace standard statistics on human development.

This essay is an extended argument for a philosophical disposition with regards to pedagogy, and an argument for all educationists, not merely a select few toiling in the academy, to seek wisdom. Engaged in vocations involving teaching and learning, we must aspire to be wise. Being a philosophically minded educationist means occupying a radical middle between opposing viewpoints and thinking critically, in action, about educational experiences. Far from stereotypical notions linking philosophy to abstract ideals of the ivory tower, we argue that being an educationist and taking this responsibility seriously means being a frontline classical philosopher—one who loves wisdom and who is willing to facilitate the birth of ideas.

Like the DJ who mixes together snippets of songs, I use snippets of memories within this essay to create a layered account of my experience of being an insider/outsider within racialized academic s...

The first women in Greek academia appeared during the period in question (1922–1967) and entered the ivory tower by overcoming difficult conditions and circumstances, often with many restrictions a...

Academia is often critiqued as an “ivory tower” where research, thinking, and teaching are isolated from the complexity and everyday experience of so many people. As instructors of political and other psychology courses, we strive to break down these barriers and engage with the dynamic and nuanced nature of phenomena as situated in lived social and political contexts. In this report, we unpack and detail how we strive to achieve this goal by expanding on Plous’ articulation of action teaching (2012). We first define our pedagogical focus on active engagement, critical thinking, and staying on the move between multiple perspectives. We then provide specific examples of how we enact our philosophy in activities and assessment. We end by articulating how this approach to teaching in social and political psychology can be understood as furthering not only our students’ intellectual growth as psychologists, but also their development as democratic citizens. In doing so, we argue that action teaching not only involves course activities directly engaging with social issues, but also provides students with a scaffold to actually do so in a way that is attentive to the complexity, pluralism, and dynamism of social and political issues.

We theorized that income racial-ethnic stratification among academic scientists is perpetuated by inequality of scientific capital including institutional prestige, research funding, publishing, an...

In this article, we investigate whether academic technology-based knowledge crosses university boundaries or remains trapped inside the ivory tower. To do so, we rely on a matched sample approach to compare the spillovers generated by academic and firm patents using measures that take into account knowledge spilling-in and knowledge spilling-out of academia. Although it is true that knowledge exchanges among universities may inflate the overall spillovers of university patents vis-à-vis firm patents, our results indicate that university patents generate more spillovers than a comparable sample of matched corporate patents, even when knowledge flows among universities are not regarded as spillovers. This suggests that, in our sample, firm technologies more frequently rely on academic patents than on technologies from other corporations. In addition, we find that the gap between university and industry spillovers differs across industries, with industries where patents are important for appropriating returns from R&D (i.e. more economically valuable), such as drugs, presenting a smaller gap than in industries with complex technologies (where firms have strong incentives to patent aggressively), such as computers. Finally, we show that industry patents generate more spillovers locally and that academic knowledge spillovers are less geographically localized than those of corporate research.

Purpose In the context of increasingly diverse issues that affect global society, the social responsibility dimension in higher education institutions is being called to the forefront of change, both in the sense of rethinking their internal practices (e.g. promoting the access and progression of students from different cultural backgrounds) and in their interaction with the surrounding community (e.g. through the establishment of stronger partnerships). The USR activities and projects are considered driving forces of change for universities, but the potential that the involvement of students in this area can have, in their academic and professional capacities, is not yet sufficiently studied. Design/methodology/approach This study examines how students from three European universities (Edinburgh, Porto and Kaunas) perceive the impact of their own involvement in the Erasmus + project ESSA – an experiential training in university social responsibility audit – through focus-group discussions. Findings This analysis pointed towards the role of USR projects as an opportunity for students to improve transversal competencies aligned with articulation between the three cornerstones of the university: teaching, research and third mission. Research limitations/implications The study rests on students' perceptions of personal change. Practical implications This research can help higher education institutions understand the potential of involving students in existing USR projects as a tool to promote their personal, academic and civic development. Social implications USR is a core mission of higher education institutions that is beneficial not only internally but also in what concerns interactions with the community and the potential for developing “public-minded alumni”. Originality/value This paper provides an insight into how students perceive the impact of their involvement in USR projects as unique learning spaces.

Why do we keep funding universities--indeed at a skyrocketing rate? What do we expect to get from our tuition, tax subsidies, and mammoth student loan schemes? These questions and more are taken up with all due scholarly regard in _Unprofitable Schooling,_ a very useful volume edited by Todd J. Zywicki and Neal P. McCluskey and commissioned by the libertarianish Cato Institute in Washington, DC. The editors of _Unprofitable Schooling_ have sagely assembled fourteen authorities with backgrounds in education history, education policy, economics, and law. Divided into three parts and eleven chapters plus an introduction, _Unprofitable Schooling_ is the go-to book for anyone who wants to understand, in depth, the debates raging about why, and even whether (there are dissenters from the skeptics in the book, which ironically makes it very unlike academia itself), the academy is in such a sorry state.

America's sprawling system of colleges and universities has been built on the ruins of war. After the American Revolution the cash-strapped central government sold land grants to raise revenue and build colleges and schools in newly conquered lands. During the Civil War, the federal government built on this earlier precedent when it passed the 1862 Morrill Land-Grant College Act, which created the nation's system of publicly supported land-grant colleges. And during Reconstruction, the Freedmen's Bureau, operating under the auspices of the War Department, aided former slaves in creating thousands of schools to help protect their hard-fought freedoms. Not only do “wars make states,” as sociologist Charles Tilly claimed, but wars have also shaped the politics of knowledge in the modern university in powerful and lasting ways.

This article addresses the gap between recent scholarly critiques of the broader categorization of religion and the persistence of those categories in the LC classification system. On one hand, since recent scholarly critiques of the category of religion have generally not escaped the ivory tower, the application of these critiques to LC classification functions as a helpful test of the practical viability of these critiques. On the other hand, these critiques expose significant bias in the LC classification of religion that needs to be addressed. Through this novel conversation, this article articulates two possible revision suggestions to the B class and subclasses that would distance the system of categorization from those troubling politics and better reflect the full diversity of human cultural expressions.

Once upon a time, there was a group of management scholars. They spent their time in an ivory tower, thinking great thoughts. Sometimes, when the scholars had an especially exciting thought, they would try to share it with end users. The scholars would rush to the tower’s windows and toss paper airplanes out into the air. But, alas, their thoughts were not relevant to the end users. The scholars’ paper airplanes crashed to the ground, and so the scholars’ work had very little impact. Refereed/Peer-reviewed

Engaged intellectuals, for the purposes of this paper, are academics who ask themselves what they can do to maximize the role of their academic and other activities in making the world a better place. This paper recounts and reflects on the experiences of the author and others as they have attempted to put their academic and other skills and understandings to the service of the greater good. These experiences touch on such areas as wildlife conservation, gendered images, the relative role of individuals in social change, Social Interdependence Theory, student centered education, free online publications, Creative Commons, Communities of Practice, organizations of intellectuals, poverty alleviation, plant-based eating, and the Fourth Industrial Revolution. The paper also discusses the author’s own sizeable inadequacies in his attempts to be an engaged intellectuals and the difficulties academics face in changing the world from their place in academia. The author concludes by encouraging intellectuals to make frequent trips outside the familiar comforts of the ivory tower to engage with others in using the many wonders of the modern and natural world to address the many challenges we face.

In 1970, James Buchanan and Nicos Devletoglou published Academia in Anarchy: An Economic Diagnosis. Even though the book focuses on the industry Buchanan worked in for nearly 70 years, it is the only one of his non-autobiographical, non-textbook, books not included in his collected works. I evaluate the arguments of Buchanan and Devletoglou in light of the past 50 years of scholarship on the economics of higher education.

If enhancing the connection between teaching and research has been highlighted in the general English language teaching profession, does English teaching at university – the ivory tower characterized by research – face the same issue? And how might this affect how the profession is perceived? This study provides an in-depth examination of how university English language teaching (ELT) teachers conceptualize research and their doing research, and discusses the issue in connection with the notion of profession. The study uses teacher cognition semi-structured interviewing with faculty members teaching English at a university in Vietnam. The results show ELT faculty construct different versions of research to rationalize their attitudes, self-awareness, and practices: research as irrelevant impositions, research as desirable but unfeasible goals, and research as practical, inner calls. Revealing this group’s dilemmas between two worlds – practitioners and academics, external pressures and internal values, visions and realities, – the study argues that to increase research engagement, practical support is needed, but a reconceptualization of research is also an important factor. Also, understanding and realizing the teaching-research nexus in ELT hold implications for the profession’s status and the professional’s identity and autonomy.

This article investigates the cultural potential of the beach as a concrete place, a meaning-laden space, and finally as a metaphorical setting of idealistic vision. In conjunction with the politically heated dimension of beaches as borders to fugitives, the relevance that the humanities play in society is discussed placing particular emphasis on the role of cultural studies. Quite a number of cultural products both from the canon of high culture and from popular culture reaching wider audiences will be examined in the way they centre on the pivot of the beach. Cultural studies, it will turn out, is able to significantly contribute to discussions on morals and, beyond that, to the question of what attitudes in Western societies can be considered ethically acceptable. Thus, in contrast to many other academic disciplines, cultural studies is closely linked to reality and politics so that it is a discipline away from the ivory tower of academia because it deals with life and, most importantly, can have a practical impact on it.

Abstract. Since the beginning of the 21st century universities are increasingly requested to use the results produced by their first (teaching) and second mission (research) to help resolve the growing challenges societies and local communities are faced with. This obligation has been codified as the Third Mission of universities. However, research and its results often seem to remain in the so-called ivory tower and realization of successful transfer often failed. Empirical research clearly shows that the key factor for successful transfer is to involve an intensive cooperation between researchers, policymakers, and practitioners within a mutually respectful, collaborative process. However, the establishment of a high quality and fruitful cooperation among these different groups is difficult. In the paper, possible reasons for poor transfer of research findings on part of researchers, practitioners, and policymakers are discussed as well as demands for successful transfer. A systematic six-step procedure for policy impact from research is presented, which summarizes the most relevant actions to be taken and issues to be considered on the part of (individual) researchers for realizing successful transfer. Universities can provide a supportive environment through the development of a distinct Third Mission profile including criteria and incentives for transfer activities of single researchers. It is the intention of this paper to convince researchers from the field of education to go ahead in moving beyond the ivory tower and to engage in transfer of scientific knowledge. One reason is the high importance of education for society. Another reason is that the competences and experiences necessary for successful transfer of research to the wider field of policy and practice are core competences and experiences of researchers from the field of education.

The values of higher education (HE) are undergoing a disruptive shift. How the rising cost of higher education is being shared between the student and society is driving many of the changes...

Scholars of color in white majority universities inhabit a zone of alterity, which forces them to make strategic choices about how they perform. Tactical essentialism is an alternative to the dichotomous ideologies of static and fluid ontologies. Rather than allowing oneself to be caught in the double bind between performing whiteness and resisting white supremacy, a tactical form of essentialism recognizes that identity is fluid, yet simultaneously linked materially to lived-empirical experience. By recognizing that the dichotomy can be complementary, the tactical subject intentionally engages in performances of identity that can be leveraged to decolonize merit in the ivory tower.

The cultural transformation called digital health has been shaping the fundamental basics of healthcare since the beginning of the 21st century. The doctor–patient hierarchy has been transforming into an equal-level partnership. Patients are becoming empowered, thus giving birth to the empowered physician movement. The role of physicians has been changing from being the key holder to the ivory tower of medicine to being a guide for patients in the jungle of health and digital information. This transformation will dominate the major changes in healthcare in the coming decades. Advanced technologies such as sensors, portable diagnostic devices, or artificial narrow intelligence based algorithms will make patients the point-of-care receiving diagnosis and treatment wherever they are. These developments will redefine well-being as patients will enter healthcare before their first symptoms arise and will need their medical professionals to design preventive plans using a huge amount of data obtained about the patient and from studies. Such changes will inevitably come with unprecedented challenges around privacy, the freedom of choice, and patient safety. This article discusses potential scenarios about the future of digital health and aims at addressing the major challenges around that.

This chapter interrogates the benefits that would accrue to and challenges faced by universities in their developmental transition from being an ivory tower to engaged and people-centered institutions. The chapter argues that universities should consider themselves as vehicles of socio-economic change by participating in the process of forming values and setting reachable goals for the benefit of larger society. University of Botswana (UB) adopted ‘Strategy for Excellence: University of Botswana Strategic Plan to 2016 and Beyond' while the University of KwaZulu-Natal has adopted Strategic Plan 2017-2021 with eight goals. Through these plans, the universities seek to have a more direct impact within communities and society. Community engagement or service learning is adopted as one of the vehicles to fast-track the transition process in this chapter. This chapter is qualitative and has made use of UB and UKZN as the case studies to deliberate the university transition from ivory towers into engaged, responsible, and people-centered institutions.

In this chapter we discuss how, as a tool for organizational change, action research can affect the development of cooperation between a traditional university and the external environment. The case analyzed was a two-year action research project carried out in cooperation with over 20 employers. This project was carried out at multiple levels and had several essential goals. Apart from its emancipatory role in the shift in the way students carry out their master's theses (toward application, implementation, where organizations become the research subject instead of the research object), the project's aim was to open up the university to cooperation with its environment and conduct useful research. The results indicate that action research through the democratization of the process of introducing changes and its bottom-up nature influences the development of real cooperation between the university and external organizations. Additionally, they contribute to the emancipation of university knowledge, its democratization, dehierarchization, as well as cocreation and sharing with cooperating organizations.

The University is an institution that disciplines the academic self. As such it produces both a particular emotional culture and, at times, the emotional suffering of those who find such disciplinary practices discomforting. Drawing on a rich array of writing about the modern academy by contemporary academics, this Element explores the emotional dynamics of the academy as a disciplining institution, the production of the academic self, and the role of emotion in negotiating power in the ivory tower. Using methodologies from the History of Emotion, it seeks to further our understanding of the relationship between the institution, emotion and the self.