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Background and Objectives: Of the 4 pillars of academic practice for nursing and allied health, research has been the least developed and no standard competency framework exists that is embedded in health professional scopes of practice. The objective of this article is to report on the preliminary development and pilot-testing of research and academic scholarship core competencies for nonphysician health professionals working within a large urban academic health sciences center. Methods: We conducted an internal and external environmental scan and multiphase consultation process to develop research and academic core competencies for health professionals working within an interprofessional setting. Results: The final framework outlines 3 levels of research proficiency (novice, proficient, and advanced) and the relevant roles, specific competencies, and observable actions and/or activities for each proficiency level. Conclusions: Organizations should consider the integration of the framework within performance management processes and the development of a road map and self-assessment survey to track progress over time and support health professionals with their academic practice goals. [ABSTRACT FROM AUTHOR]

Higher education lecturers who have moved into teaching on professional education programmes from careers in professional practice are an under-researched group. Questions related to self-concept combined with wider social and sectoral issues relating to perceptions about the nature and purpose of higher education can affect the development of their new professional identity. Building on previous research into the experiences of new and developing academics, the research reported here sought to gain an understanding of the experiences and dispositions that contribute to shaping professional identity for those who have moved from professional practice into teaching roles in higher education within an education and social work faculty. Utilising an Appreciative Inquiry model, the objective of this research was to better understand participants' professional perspectives and needs. Findings are organised around three areas: i) the importance of values and goals as catalysts for identity change, ii) the role of social and professional perceptions that impinge on (in)security of identity, and iii) the sense that academic identity development is an iterative and elastic process. These findings suggest the need for future research that engages with exploring how best to promote and nurture productive and satisfying academic careers for those moving between professional and professional education contexts. [ABSTRACT FROM AUTHOR]

Many university scholars, including the authors of this article, acknowledge that they feel like they are riding an emotional roller coaster with academic success, as well as many project failures. Except for our PhD thesis, many of us complete our research tasks in relatively established research groups. However, little research has examined the potential these groups might have to mitigate feelings of academic isolation. To fill in this gap, we designed two methodological steps. First, we adopted the Woolfian metaphor of a room of our own, where we composed individual vignettes regarding our feelings of isolation. We read each other's texts and then, in a second step, moved to a "living room" to negotiate our emerging ideas, echoing a Collaborative Autoethnography. Two full professors and two early-career researchers reflected on and talked about their feelings of academic isolation, from their personal and professional standpoints. Despite the differences in job stability, the four participants acknowledged having felt isolated and abandoned. We argue that viewing research groups not as a community of practice, but a community of care is a more humane and desirable framework to model university research groups in these current times of exacerbating neoliberalism. [ABSTRACT FROM AUTHOR]

Comparative data on Advanced Practice Providers (APPs) in interventional radiology (IR) is helpful to understand APP utilization in different practice settings. A 60-question survey was distributed to 3159 IRs on the Society of Interventional Radiologists Doctor Finder, with 357 responses (11.3% response rate). Respondents represented 258 practices, 100 (39%) academic interventional radiology (AIR), and 158 (61%) private practice interventional radiology (PPIR), in 40 states. APPs generated on average 2442 ± 1824 work Relative Value Units/APP group/year (n = 42), with no significant differences between practice models (p =.31). Most APPs did not work weekends (74%, n = 189) or take overnight call (90%, n = 190). The most reported procedures by APPs included paracentesis/thoracentesis (93%), venous access peripherally inserted central catheter placement (63%), and fluoroscopy-guided lumbar puncture (57%). AIR APPs were more likely to perform venous tunneled catheter placement (p =.003) and venous access port placement (p =.003), whereas PPIR APPs were more likely to perform joint injections (p <.001) Self-reported data from PPIR and AIR groups shows that APPs perform a myriad procedure with variation between practice models. • Academic interventional radiology practices reported using significantly greater Full-Time equivalents of Advanced Practice Providers (APPs) (4) when compared with their private counterparts (2), a trend that held when normalizing for practice size. • APPs generated similar work Relative Value Units between the two practice models, with the practice receiving similar amounts of revenue generated by APPs. • The top 3 procedures performed by APPs in private practice interventional radiology and academic interventional radiology practices were paracentesis/thoracentesis, venous access PICC placement, and fluoroscopy-guided lumbar punctures. • APPs in academic practice were more likely to perform venous tunneled catheter and access port placement than APPs in private practices, who were in turn more likely to perform joint injections. [ABSTRACT FROM AUTHOR]

This paper offers guidance for policymakers and institutions keen on embracing Open Educational Practices within their mentorship strategies, advocating for co-creation and collaboration as foundational principles, to promote a wide range of open practices to foster transparency, inclusivity, creativeness, innovation and collaboration in academic mentorship. This conceptual paper explores the transformative potential of Open Educational Practices in the context of academic mentorship, which is per-se an open practice. We have adopted an integrative approach for our literature review, which is a non-systematic model, to help us to mitigate algorithmic biases presented in scholarly databases, for analysing and discussing literature, alongside the review of case studies to explore the intersection of open practices and mentorship in academia. We aim to highlight the profound impact mentorship has on professional development, knowledge dissemination, and collaborative learning. Drawing on a diverse selection of literature and case studies reflecting mentorship programmes both formally and informally in academic contexts, this paper provides concrete examples from practice of how Open Educational Practices can be seamlessly integrated into formal and informal academic mentorship as a driver to enhance knowledge sharing, foster inclusivity, and bolster the quality of mentorship relationships. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Collegiality is at the heart of the academy's collective endeavour. It is central to how we think about academic governance structures, academic cultures, as well as the norms guiding academic work. This paper examines the less-explored affective dimensions of collegiality, probing the relationship between the collegial affect and the power and hierarchy in modern corporate universities. Three interview accounts describing academic practices in Australian universities are analysed to examine collegiality as academics' capacity to attune to certain collective affects. This analysis demonstrates how collegial relations can reproduce exclusion in universities. Alternative types of relations that are attentive to differences are then examined, charting possible new directions for a more inclusive academy. [ABSTRACT FROM AUTHOR]

This paper offers guidance for policymakers and institutions keen on embracing Open Educational Practices within their mentorship strategies, advocating for co-creation and collaboration as foundational principles, to promote a wide range of open practices to foster transparency, inclusivity, creativeness, innovation and collaboration in academic mentorship. This conceptual paper explores the transformative potential of Open Educational Practices in the context of academic mentorship, which is per-se an open practice. We have adopted an integrative approach for our literature review, which is a non-systematic model, to help us to mitigate algorithmic biases presented in scholarly databases, for analysing and discussing literature, alongside the review of case studies to explore the intersection of open practices and mentorship in academia. We aim to highlight the profound impact mentorship has on professional development, knowledge dissemination, and collaborative learning. Drawing on a diverse selection of literature and case studies reflecting mentorship programmes both formally and informally in academic contexts, this paper provides concrete examples from practice of how Open Educational Practices can be seamlessly integrated into formal and informal academic mentorship as a driver to enhance knowledge sharing, foster inclusivity, and bolster the quality of mentorship relationships.

In this article, I propose a way of understanding the relationship between academic practice and intersectionality in Latin American postcoloniality. Firstly, I show how the link between intersectionality and modern/colonial issues framed the debates on “differences between women” in Latin America. Secondly, I define intersectionality as an epistemological perspective supported by a research practice that seeks to interrupt the effects of coloniality, whose tasks can include: the interruption of the subject/object binary and the practice of listening that reveals the hierarchies between differences, debunks the myths of subaltern voices and provides a language for the co-writing of files that disrupt what is narrated as violence against women. Third, I conclude with a summary of what has been written about the category of intersectionality and I raise questions about shared and different aspects of a feminist project. [ABSTRACT FROM AUTHOR]

Introduction: this article recovers the main results of the systematization of experiences carried out within the framework of the Workshop: Local Organization and Construction of Citizenship I and II, of the third year of the study plan of the Social Work career of the University of Costa Rica (UCR). Objective: to identify the various contributions of the academic experience in Social Work to the construction of citizenship and recognition, defense and enforceability of the rights of people with disabilities, during the period of 2021-2022. Method: this research is supported by the documentary review and the academic experience of the Workshop: Local Organization and Construction of Citizenship I and II, as well as the final report developed by the students in 2021-2022 Results: the third-year academic practice is a space for reflection and historical apprehension of reality in the local space for students. The systematization of experiences allows us to visualize the work with organizations, strategic lines of action, organizational processes and challenges at the community level. Conclusions: Social Work has a strong interference in local processes and construction of citizenship from its academic practices, which allows its students to develop skills. Academic internships are and will continue to be a privileged space for contact with populations and in Belén, an exceptional bridge for the development of an accessible and friendly locality, especially for all people with disabilities. [ABSTRACT FROM AUTHOR]

This paper argues for recognition of the centrality of relational pedagogy for student learning and the important role played by academic developers in supporting this. In the paper, the authors situate relational pedagogy within the context of contemporary marketized higher education, explore the nature and importance of relational pedagogy, and they illustrate some of the ways in which it may be developed and enacted. Academic developers play a significant role in supporting academics' understanding and practice of relational pedagogy. The Covid-19 pandemic has highlighted the importance of a relational pedagogy at a time when care and relationships with others have mattered more than ever. Therefore, the authors suggest that relational pedagogy is an important area worthy of academic developers' attention and institutional backing. [ABSTRACT FROM AUTHOR]

This article explores Meyerson and Scully's concept of 'tempered radicalism' (1995) in the context of contemporary academic practice and identity. We report on a collaborative autoethnographic study which addressed the question: 'What does the concept of tempered radicalism mean to us as academics in contemporary higher education?'. We explore how the concept of tempered radicalism allows us to consider our own actions and abilities to drive change within an increasingly challenging higher education environment moulded by the policies, values and practices of neoliberal economics. In this context, we share differing perspectives on what it means to bring a values-based criticality to our work. It is the breadth of Meyerson and Scully's concept which allows us to approach this exploration in a way which emphasises commonality rather than difference and facilitates collaboration. This article therefore showcases the utility of tempered radicalism to academics with a range of perspectives. [ABSTRACT FROM AUTHOR]

Higher education has been (re)shaped by the Covid-19 pandemic in ways which have left both indelible and invisible marks of that period. Drawing on relevant literature, and informed by an exchange catalysed through a visual narrative method, authors from four European universities engage with two reflective questions in this article: As academics, what were our experiences of our practice during the lockdown periods of the Covid-19 pandemic? What might we carry forward, resist or reimagine in landscapes of academic practice emerging in the post-Covid future? The article explores how academics experienced and demonstrated resilience and ingenuity in their academic practice during that turbulent time. Particular insights include entanglements of the personal and professional, and the importance, affordances and limitations of technology. In addition, the authors reflect on some of the ongoing challenges exacerbated by the pandemic, such as education inequalities. The article concludes by reprising the key points about what marks are left behind in the post-Covid present, and how these relate to the future in which relational pedagogy and reflexivity are entangled in the ways in which we cohabit virtual and physical academic spaces. [ABSTRACT FROM AUTHOR]

Recognition of the need to modernize the language training of future teaching staff requires the introduction of essential innovations, on the one hand, and the creation of additional opportunities for foreign language communication, on the other. The article revealed that the formation of both linguistic and social skills of students is particularly effective when the linguistic and intercultural competence acquired during the study of a foreign language is reinforced by the experience of real foreign language communication and intercultural interaction, which is provided as a result of communication with native speakers as a on the territory of Ukraine, as well as abroad, primarily through foreign academic practices. A number of special programmes of educational mobility are characterized, in particular the programmes «Erasmus-Mundus», «Tempus», «Socrates», «Youth Programme», the programme «Jean Monet Action – Understanding European Integration» (Jean Monet Action – Understanding European Integration), «People». It has been established that the role of academic practices in improving language skills is significant, because their participants acquire professional knowledge in a foreign language, often have the opportunity to attend language courses, and also have to understand the local community. The administration of domestic pedagogical educational institutions in order to stimulate relevant practices should provide appropriate informational support and training of their potential participants through purposeful formation of intercultural competence and culture of foreign language communication. It was revealed that the creation of additional opportunities for foreign language communication involves the use of communication opportunities with foreign students – speakers of foreign languages in Ukraine and the potential of international academic practices. [ABSTRACT FROM AUTHOR]

This article explores the unique application of the Human Library concept to an academic professional development initiative. Human Library events are noted for their opportunities to provide a safe space for learning, knowledge exchange and reflective thought, bringing together individuals willing to share their experiences (‘human books’) with those wishing to learn more (‘readers’). Our specific objectives were to create a space for colleagues to discuss teaching-related issues and create collegial connections. Evaluation data highlights the opportunities the event gave to connect with colleagues, share and gain ideas, and engage in in-depth teaching-focused conversations. Readers commented on the time and space offered by the event to stop, reflect and exchange knowledge. Human books reported benefits to their own practices from the two-way conversational process, with at least one potential collaboration being followed up after the event. Impact also appears to have endured beyond the book/reader encounters with participants referring to their sharing with others of learning and ideas gained from or formed following the event. [ABSTRACT FROM AUTHOR]

Predatory publishers—those who do not adhere to rigorous standards of academic practice such as peer review—are increasingly infiltrating biomedical databases, to the detriment of the wider scientific community. These publishers frequently send unsolicited 'spam' emails to generate submission to their journals, with early career researchers (ECR) particularly susceptible to these practices because of pressures such as securing employment and promotion. This analysis sought to record and characterize the emails received over the course of a PhD and post‐doctoral position (~8 years), as well as attempts to unsubscribe from such emails, using a progressive and step‐wise manner. A total of 1,280 emails identified as academic spam were received (990 journal invitations, 220 conference invitations, 70 'other'). The first email was received 3 months after registration for an international conference. Attempts at unsubscribing were somewhat effective, whereby implications of reporting to respective authorities resulted in a 43% decrease in emails, although did not eliminate them completely, and therefore alternative approaches to eliminating academic spam may be needed. Ongoing education about predatory publishers, as well as action by key academic stakeholders, should look to reduce the impact these predatory publishers have upon the wider literature base. [ABSTRACT FROM AUTHOR]

The wellbeing of doctoral students is an area that is well researched; however, no research has yet explored which factors of doctoral training have most impact upon trainee educational psychologist (TEP) wellbeing. TEPs across England and Wales completed a questionnaire to explore their doctoral wellbeing. Six themes were generated from a reflexive thematic analysis in relation to how academic and professional tutors can support wellbeing: facilitating relationships; adapting models of support; ensuring clear communication; addressing placement concerns; providing practical support and mediating the impact of the COVID-19 pandemic on doctoral study. Areas reported to have most impact on wellbeing included workload, making reasonable demands on self, having confidence in research, receiving quality feedback, and experiencing trusting relationships with supervisors. Findings were consistent with previous research and implications for those involved in the training of educational psychologists are discussed, including the need to prioritise wellbeing support in all aspects of training. [ABSTRACT FROM AUTHOR]

After pediatric residency, the author worked in a rural community where he was able to immediately practice skills acquired during training such as intubations, bag-mask ventilation, IV placement, ear irrigation, foreign body removal from eyes and ears, abscess incision and drainage, intraosseous placement for rapid hydration of a severely dehydrated infant, EKG, X-ray readings, and ear-irrigations to cite but a few examples. Furthermore, the writer acquired other high-valued procedural skills such as neonatal male circumcision, frenotomy, ligation of supernumerary digits, and manual separation of labial adhesions. The author feels that he could only have acquired and maintained these skills by working in a busy rural pediatric practice. When the writer later became a faculty member, he was able to effectively train medical students and pediatric residents to acquire these same skills. Even though there is a paucity of research information on procedural skills acquisition among general pediatric residents, the writer proposes that the recruitment of full-time general academic pediatricians with real-world experience may be potentially beneficial for the training of medical students and pediatric residents. [ABSTRACT FROM AUTHOR]

Higher education has been (re)shaped by the Covid-19 pandemic in ways which have left both indelible and invisible marks of that period. Drawing on relevant literature, and informed by an exchange catalysed through a visual narrative method, authors from four European universities engage with two reflective questions in this article: As academics, what were our experiences of our practice during the lockdown periods of the Covid-19 pandemic? What might we carry forward, resist or reimagine in landscapes of academic practice emerging in the post-Covid future? The article explores how academics experienced and demonstrated resilience and ingenuity in their academic practice during that turbulent time. Particular insights include entanglements of the personal and professional, and the importance, affordances and limitations of technology. In addition, the authors reflect on some of the ongoing challenges exacerbated by the pandemic, such as education inequalities. The article concludes by reprising the key points about what marks are left behind in the post-Covid present, and how these relate to the future in which relational pedagogy and reflexivity are entangled in the ways in which we cohabit virtual and physical academic spaces.

We are three women who have all helped each other in our university careers. We are from different backgrounds, have varying educational experiences and have different roles. All three of us are neurodiverse and champion inclusive learning, teaching, and assessment in our professional roles and from personal experiences. Developmental mentoring and coaching brought us together to address feelings of discomfort in work situations where we second guess our own abilities. We have felt the effects of 'imposter syndrome' (Clance and Imes, 1978) but through mentoring we recognise our successes are justified. In this article we question the notion of 'imposter syndrome' and ask why this might be disproportionally applied to women (Tulshyan and Burey, 2021). We also offer an affirmation model of disability (Swain and French, 2000) as a framework, asking how this can be applied in a broader intersectional context. Recognising our abilities and not having a tragic view of disabilities has enabled us to challenge attitudes towards inclusive learning and teaching. We can all demonstrate our abilities but some of us would like to do this differently than in a Higher Education (HE) traditional environment. We give a theoretical, personal, and professional context and appraise two different mentoring models - sponsorship and development (Megginson, Clutterbuck, Garvey, Stokes and Garret-Harris, 2006), reflecting on how developmental mentoring and coaching can be used for academic and professional development related to inclusive learning and teaching. [ABSTRACT FROM AUTHOR]

This article explores lecturers’ experience of adapting, shaping and transforming teaching and learning during the COVID-19 pandemic. The study focuses on understanding the challenges and opportunities that are afforded by pandemic-induced changes in terms of digital teaching and learning and their post-pandemic implications. Empirical data were collected through 16 semi-structured interviews with teaching staff at a Norwegian university. The article draws on Max W. Wartofsky’s work on artefacts, and uses the categorisation of primary, secondary and tertiary artefacts as a theoretical lens. The data indicates that designing and delivering courses that combine online and in-site teaching is a complex process requiring flexibility and creativity, which needs to be acknowledged by management and budget-allocating entities. Career development is an incentive to invest time in developing digital teaching. Finally, building a community of peers can support course quality and the professional welfare of the teaching staff. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As decolonization of the curriculum in higher education (HE) gains traction, academics may question their positionality and role as actors in the field. The concept of decolonization is contentious, but primarily focuses on uncentering the Western filter through which the world is viewed both socially and academically. Just as Gavin Sanderson has argued, that internationalization of HE requires the internationalization of the academic self, so we discuss how decolonizing the internationalized HE curriculum must begin with the decolonization of the individual. The strategic directions of our three European institutions reflect the tensions reported in international literature between HE as an income generator, and as a public good. In the autoethnographic project underpinning this article, we employed the unconventional Collaborative Analytics methodology and its iterations of share data, share results, share decisions to explore institutional strategy as experienced by academics. Our novel approach may help others reflect on decolonizing as a process of 'forever becoming'. [ABSTRACT FROM AUTHOR]

The curation of four 'teaching exhibitions' of pedagogic research outputs in a specialist arts university is presented as a case study of distributed leadership practice, with the leadership in question being positioned as a feminized mode of leading educational or academic development from a middle-out position. Scholarship of teaching and learning focused upon the development of academic micro-cultures within universities is collided with thinking around arts-informed approaches to leadership. Through reflexively evaluating her nascent curatorial practice, the author reconsiders what academic development leadership in the specific organizational culture of the arts university can look like when arts modalities are brought into play. [ABSTRACT FROM AUTHOR]

In this paper, science lecturers' perspectives on how they authentically prepare to teach are explored, to establish how academic development practices can better support them. Science lecturers in higher education do not always feel comfortable engaging with pedagogical training initiatives, often finding the ideas presented confusing, non-transferable and of little benefit to them. Models of pedagogical training suit institutional requirements and the generic principles of teaching in higher education. However, it is more useful to establish science lecturers' authentic preparation techniques and build academic practice models around these. At a research-intensive higher education institution (HEI) in the UK, a total of 64 science lecturers completed a 28-item survey about the authentic values, beliefs, and the practices that inform and support their preparation as teachers. The collated survey responses were analysed through a statistical package for social sciences (SPSS), and a linear regression model was produced for self-reported confidence (used as a proxy for preparedness). Initial results pointed to the importance of enjoyment, being innovative and experimental, and demonstrating a good grasp of content for developing confidence. Receiving advice from education-based experts was a negative contributor to the confidence model as was pedagogical training unless it was part of a wider offering. However informal, supportive, peer-to-peer dialogue is deemed beneficial, highlighting the significant role communities of practice play in authentic preparation. [ABSTRACT FROM AUTHOR]

Copyright of Texto Livre / Texto Livre: Linguagem e Tecnologia is the property of Revista Texto Livre: Linguagem e Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Launching an academic career in breast imaging presents both challenges and opportunities for the newly graduated trainee. A strategic plan aligned with one's personal strengths and interests facilitates career success and professional satisfaction. Academic departments offer multiple tracks to accommodate diverse faculty goals. The specific requirements of various tracks vary across institutions. The clinician-educator track typically encourages a focus on medical education and educational scholarship. The clinician-investigator or clinician-scholar track supports original research and grant-funded clinical trials. Finally, the clinical and clinician-administrator tracks allow for emphasis on clinical program development and leadership. As definitions of scholarship broaden, many opportunities are accessible to demonstrate excellence in the traditional areas of clinical practice, education, and research, as well as the broader fields of leadership and administration. Departmental and national society resources that advance knowledge in one's chosen area of interest are available and should be explored. Mentorship and sponsorship can provide valuable insight into identifying such resources and devising a plan for sustainable career success and work-life integration. [ABSTRACT FROM AUTHOR]

This article contributes to conceptualisations of public engagement as part of academic practice in higher education. It uses Hannah Arendt's idea of action in the public sphere, which is underpinned by the belief that all have the capacity to contribute to the renewal of the world, and that we are equally different. It argues that public engagement should go beyond a one-way flow from the academic to the public and should instead aim to promote engagement towards renewed understandings of all participants. The ideas are exemplified by the practical example of a conference, co-designed and co-organised by the author. It highlights participatory processes of the conference towards generating engagement of a wide variety of participants and considers evidence of the renewal of understandings from such public engagement. The conference is drawn upon to develop a reconceptualisation of public engagement. [ABSTRACT FROM AUTHOR]

This study aims to explore home-working academics' experiences of remote teaching during the COVID-19 pandemic. The disruptions caused by the pandemic have posed several challenges to academics. These challenges included familiarising themselves with the use of digital technologies and their related pedagogies within a short period of time, so that classes can be moved online. In this study, we use the UK Professional Standards Framework (UKPSF, 2011) as a lens through which to bring to light ten academics’ experiences of adapting their teaching and learning strategies to address the challenges they faced during the pandemic. We reveal how they made surface-level adaptations in lesson plans and teaching delivery, intensified institutional focus on assessments, increased efforts to support ‘connected, but disengaged’ students, and emerged as ‘learning’ practitioners. This research will inform pedagogical approaches to technology-enhanced learning and teaching, as well as staff development for blended and online learning in higher education.

Despite the amount of research that faculty do and the influence they have over their students' use of the library, faculty research is not well understood by the academic libraries trying to support it. Rather “research” is often considered synonymous with information seeking and other information behaviors. This grounded theory study interviewed nine internationally recognized scholars about their research practices, and proposes a model of research that is complex and intimately connected to the other areas of academic practice (teaching and service). This model includes information seeking as one aspect, but also considers social, environmental, organizational, and dissemination components, and how those components interact. Having a better understanding of research equips academic libraries to better support faculty, and through the faculty, their students. [ABSTRACT FROM AUTHOR]

Background and Objectives: Building capacity for research and innovation among point-of-care health professionals can translate into positive outcomes from the organization, staff, and patient perspective. However, there is not a widely accepted framework in place across academic hospitals to guide this work and measure impact. This article outlines one Canadian hospital's approach and provides a blueprint with appropriate indicators as a starting point and guide for organizations looking to develop and implement a practice-based research and innovation strategy. Methods: An adapted framework was utilized to measure and track progress toward achievement of research and innovation strategic goals. The framework outlines key domains for research and capacity development and appropriate metrics. Data are reported from a 4-year period (2014-2018). Results: The evaluation of the practice-based research and innovation portfolio identified several important factors that contribute to the success of embedding this strategy across a large academic teaching institution. These include using a collaborative leadership model, leveraging linkages, partnerships, and collaborations, and recognizing the academic contributions of health professionals engaging in research and innovation. Conclusions: Engaging those who provide care directly to patients and families in research and innovation is critical to ensuring high-quality health outcomes and patient experience. Creative and innovative funding models, collaborative leadership, and partnerships with key stakeholders to support research and innovation are needed to ensure sustainability. [ABSTRACT FROM AUTHOR]

In this paper, ten principles for evaluating blended teaching and learning in an age of Covid-19 (Austen, 2020) are discussed with specific suggestions for academic practice/practitioners; evaluation strategy, student involvement, rationale for change, comparisons, data types, standards of evidence, indicators of success, evaluation research, review, resource, and capacity. The initial reflections (July 2020) focused on supporting the higher education sector with institution-wide evaluations, as this was the strategic and regulatory pressure at that time. However, institutional evaluations are only possible if they are informed by a local evidence base. In this opinion piece, the ten evaluative principles are reframed to encourage evaluative thinking by academic practitioners, and particularly those defined as early adopters. This piece encourages institutions and practitioners to reframe an emphasis on evaluation methods into a critical space of evaluative thinking while appreciating the contingent factors of their institution and its stakeholders. [ABSTRACT FROM AUTHOR]

The paper presents an analysis of the impact of European and international educational and economic policies on the process of the faculty performance assessment in a national context. An empirical study was conducted at a school of education in a public research university in Portugal, with the purpose of identifying academics' perceptions about the assessment process. To that end, 17 semi-structured interviews were conducted with academics from a public university using a phenomenological approach. The results indicate that academics find the assessment process to be both necessary and relevant; however, they also highlight its contradictions within the stated goals. Teaching assessment in higher education is perceived as strongly influenced by neoliberalism and performativity; it is considered a legal imposition, bureaucratic, mostly quantitative, and bearing uncertain consequences. In their view, any assessment process should include professional development along with accountability aims. [ABSTRACT FROM AUTHOR]

Unconscious biases in recruitment and hiring can limit the potential for building a diverse academic and private radiology practice. In the private practice environment of radiology, especially in smaller firms, in which a dysfunctional team can lead to a dysfunctional practice overall, it is especially essential to find the best candidates for the team. Many strategies for mitigating these biases can be employed strategically at multiple levels of the hiring process. [ABSTRACT FROM AUTHOR]

In their introduction to Mind the Gap! (the conference proceedings of a series of papers delivered by practice-based researchers in the National College of Art and Design in Dublin in 2015) Desmond Bell and Rod Stoneman observe: while practice-based research towards a doctorate in the creative arts has been established now for over twenty years, a series of recurring and unresolved debates around this mode of scholarship continue to resonate with our arts schools, departments of music, drama and the performing arts and media and communications studies. (15) They go on to identify several problematic issues including the relationship between theory and practice; the balance of written and practical elements for doctoral students; the onus on the student to produce industry-standard outputs alongside rigorous scholarly theses; the nature of the viva; and the afterlife for the practical outputs. Crucially, they focus on the “distinctive character of reflective and professionally based knowledge within the academy” (15). Like traditional academic endeavour, creative practice is inextricably linked to a “unique contribution to knowledge” (Batty and Kerrigan, “Introduction” 10). However, “within the ordered world of bibliographically based humanities research, the studio or field often seems a messy place prone to excesses of subjective enthusiasm, creative instinct, intuition […] and sheer chaos” (Bell 182). In spite of the challenges of defining and assessing creative practice, the model is being adopted in a widespread fashion as universities take in PhD students from (or wishing to enter) industry, to conduct academic research in the arts. This movement challenges the perceived superiority of information gleaned from textual or archival analysis and suggests that knowledge may now be generated in and through the production of artworks. As Angela Piccini and Caroline Rye suggest, “[p]ractice-led research formalizes the institutional acceptance of art-practices and processes as arenas in which knowledges might be produced” (37). It is with this context in mind that this issue of Alphaville engages with the tensions and opportunities associated with the rapidly expanding area of academic production.

The notion of borderlands implies a boundary demarcating a crossing to/from an unfamiliar territory. It is a productive metaphor for dual-status academics – those employed in academic roles in universities who concurrently undertake doctoral studies. We argue that dual-status academics dwell in an extended form of boundary crossing, potentially to-ing and fro-ing several times a day, inducing unforeseen impacts on identities. Having previously reported the structures that frame this boundary crossing, here we re-analyse an existing data set for the visceral: the stories of code-switching, of peripheral existence and of agentic purpose. Our data indicate that dual-status academics adopt a transactional approach to doctoral supervision that results in a 'fight or flight' response to the emotional and relationship challenges these borderlands present, with implications for how academics manage colleague supervision, both as supervisor and supervisee. Our study leads us to recommend tailored institutional and supervisory support pedagogies for these academics. [ABSTRACT FROM AUTHOR]

Enduring sustainability challenges requires a new model of collective leadership that embraces critical reflection, inclusivity and care. Leadership collectives can support a move in academia from metrics to merits, from a focus on career to care, and enact a shift from disciplinary to inter- and trans-disciplinary research. Academic organisations need to reorient their training programs, work ethics and reward systems to encourage collective excellence and to allow space for future leaders to develop and enact a radically re-imagined vision of how to lead as a collective with care for people and the planet. [ABSTRACT FROM AUTHOR]

Integration of research into teaching is a major area of interest in the field of higher education. Considerable work has been done on how staff and students view this integration, how it can be achieved in practice and how it might best be researched by scholars. However, relatively little research has considered how research‐informed teaching (RIT) impacts teachers' own practice, in multi‐disciplinary contexts. We interviewed a purposive sample of 20 research‐active teachers from a range of disciplines, at an English University. Using the UK Professional Standards Framework (UKPSF), we mapped our findings of a thematic analysis, concluding that RIT impacts academic practice in a range of distinct and complex ways. Because of RIT, lecture design, delivery, assessments and student support activities have become more inquiry‐focused; study spaces have turned into collaborative learning contexts and classroom communications have become more comprehensible. For lecturers, RIT has helped create a professional identity and a closer engagement with continuous professional development. Based on our analysis, we argue that what makes these impacts possible is a set of characteristics—termed here the 'RIT mindset'—that drives academics to voluntarily engage in pragmatic research‐teaching integrations to liberate students into real learning. We offer evidence for RIT impact and make visible how and why RIT impacts academic practice. We provide a caution that RIT happens only by design, and to make that design a reality, developing the RIT mindset may be critical. [ABSTRACT FROM AUTHOR]

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