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Purpose: The purpose of this study is to examine the extent to which promoting sense of community moderates the relationship between servant leadership style and socially responsible leadership (SRL) of public universities in Uganda. Design/methodology/approach: The study adopted cross-sectional survey design to collect data at one point in time using self-administered questionnaires from 214 respondents to examine the relationship between servant leadership and socially responsible leadership with promoting sense of community as a moderator. The study used statistical package for social scientists (SPSS) PROCESS MACRO to establish clusters among the surveyed public universities and later a model was derived. Findings: The study found a significant moderating effect of promoting sense of community on servant leadership and socially responsible leadership. Implying that investment in promoting sense of community creates awareness about the socially responsible leadership in public universities. Practical implications: Managers of public universities need to pay keen interest in promoting sense of community to boost socially responsible leadership by building a strong servant leadership style through promoting sense of community for senior managers and leaders especially heads of departments, faculty deans and principals in public universities. Originality/value: This study contributes to socially responsible leadership literature by advancing the idea that SRL is an important resource that enhances through instituting servant leadership and promoting sense of community in a complex environment. Ideally, servant leadership and promoting sense of community is one of the drivers of customer value, efficiency and effectiveness of public universities.

This article uses survey data gathered in fall 2020 and spring 2021 from students at a public, midwestern university to explore the factors affecting self-reports of learning during the pandemic. The consistent finding is that social relationships--support from professors and connections to peers--are critical. The impact of social relationships on learning is statistically significant even when other factors that have received much attention during the pandemic, including self-reports of mental health, technology access, and financial worries, are taken into account. The implications of these findings for our work as sociology teachers during and after the pandemic and for our departmental activities are highlighted.

Ethics in research can be broadly divided into two epistemic dimensions. One dimension focuses on bureaucratic procedures (i.e., procedural ethics), while the other focuses on contextually and culturally contested practice of ethics in research (i.e., ethics in practice). Researchers experience both dimensions distinctly in their qualitative research. The review of ethics in prospective research through bureaucratic procedures aims to measure compliance with documented requirements relating to research participants, data management, consent, and ensure researchers can demonstrate their ethical competence before they commence their research. However, researchers often experience unanticipated ethical issues within the context of their research; sometimes ethics-related situations, including language sensitivity, cultural humility, and data processing experienced by researchers can be very different from what was included in bureaucratic procedures. In this study, phenomena related to research ethics in practice, as experienced by social scientists (n = 5) in their qualitative research, are hermeneutically explored and interpreted. The selected phenomena represent the researchers' lived experiences regarding the practice of participant autonomy, specifically exploring participants' right to withdraw from research. These phenomena are interpreted from the theoretical perspectives of situational relativism and self-determined autonomy. The interpreted phenomena reveal the current practices in ethical management of data collected from participants before their decision to withdraw from research (i.e., withdrawal data), are predominantly focused on tangible forms of data (i.e., the information that can easily be distinguished from other data), but ethical concerns associated with intangible forms of data are often neglected. The intangible forms of data are experiential knowing and understanding that include, feeling, emotion, courage, respect, celebration, anger, and the sense of being and belonging. The study recommends that researchers and research professionals should exercise ethical sensitivity and humility towards intangible forms of data collected during qualitative research when participants withdraw their consent.

Using observations from a medical sociology course offered in two formats, we compare how undergraduate premedical students learned to see sociologically after (1) completing a one-semester course in which theory in medical sociology and fieldwork were taught concurrently or (2) completing a two-semester course in which theory in medical sociology and fieldwork were taught in successive semesters. We developed a taxonomy of stages to capture students' learning and measured their progress using video simulations that alternatively depicted scenarios in a more familiar setting (an academic hospital) and a less familiar one (a foreign cultural exchange). Students learned how to see in different ways: In the one-semester course, students came to see like medical sociologists, and in the two-semester course, students also came to see like sociologists more broadly. Educators interested in teaching students to "see more" outside of the health care realm may benefit from choosing the two-semester course option.

Sociologists are engaging in a long-overdue reckoning about the place of the traditional canon in social theory courses and pedagogy. Instructors are revising their syllabi to include a more diverse set of authors while "provincializing" classics that have long been taught as universal. We confront the question of how to teach contested canonical works after an instructor has committed to this work. We argue that progressive reforms to theory syllabi can raise new problems associated with teaching "canonical" works and propose one way to address them with a flexible recipe designed to resolve tensions between pedagogical imperatives. An extended example from our experience teaching Durkheim's "The Elementary Forms of Religious Life" is employed to illustrate our proposal. Our aim is to contribute to an ongoing disciplinary dialogue that will maintain theory's central place in sociology's identity while constantly asking what, and whom, it is for.

Following academic globalization, successful integration into the international research community is a fundamental interest for all participating countries. The success of these internationalization processes, however, are often under scrutiny, and the results are rarely unequivocal. This holds true for Central and Eastern Europe, which usually is described as a semiperipheral region of global knowledge production. Analyzing the publication and citation indices of 365 Hungarian social scientists in one national (Hungarian Scientific Bibliography) and two global (Scopus, Google Scholar) databases, we explicate the current international impact of Hungarian academic research while exploring pivotal factors behind the major differences between databases. Our results indicate that Hungarian scholars lag behind their peers in neighboring countries, necessitating effective policy measures. To this end, the analysis recommends the use of standardized global publication databases instead of national datasets, while still acknowledging the shortcomings of the latter in research assessment protocols.

Interdisciplinarity has become one of the catchwords in current higher education and science policies, with the underlying rationale being that scientific breakthroughs and solutions to today's global challenges require collaboration across scientific fields. However, several empirical studies have shown that interdisciplinary promises are not necessarily realised in research practices, due to manifold cognitive, epistemic, cultural and organisational barriers. Drawing on interviews with women academics working in health technology in Finland, this paper traces subtle obstacles, hidden power relations and invisible hierarchies in interdisciplinary research work. A special emphasis is placed on understanding intersections of gender and interdisciplinarity, pointing to gendered implications of the current policy rhetoric of interdisciplinarity.

Following a qualitative analysis of interviews with 16 current and former social scientists at the University of Iceland, we argue for the existence of an individual and implicit form of resistance to gender equality that we call "hijacking the discourse." In a neoliberal culture of higher education that favors individual emancipation in an academic marketplace, a collective understanding of inequality as rooted in larger systems of power is in danger of becoming diluted. In modern universities, this is sometimes expressed through performative and inadequately implemented gender equality policies. The hijacking of gender equality discourse among academic knowledge workers echo this performativity of existing policies and maintains the aura of gender equality necessitated by a neoliberal academic culture.

Social scientists' involvement with the legal system is critical for tackling inequities in education and informing legal developments in ways that are grounded in empirical realities that document the myriad ways race shapes educational opportunity and outcomes. This study examined the experiences of social scientists who have participated in legal cases pertaining to education policy and equity. Drawing from the notion of boundary crossing to conceptualize the actions and interactions these researchers are engaged in, findings illuminate policies and practices within higher education that can support and sustain the work of other boundary crossers, as well as promising approaches for reconceptualizing interactions across the systems of education research and law that can more effectively support boundary crossing in law.

8 minutes and 46 seconds. This was the amount of time it took me to watch George Floyd, an unarmed Black man be murdered at the hands of the police. While George Floyd's death was not the first Black murder to happen while in police custody or in 2020, his death served as a catalyst that reignited something in me, millions of around the globe, and the Black Lives Matter (BLM) movement. While the nation focused on the impact of BLM movement in urban communities, the impact in rural communities was left from the conversation. Rural communities have a complex history of systemic racial, social, educational, and economic inequality, and because of these histories they are uniquely situated to respond to racial inequality in meaningful and authentic ways. Even so, as a Black woman, trained sociologist, and educator situated in a rural, conservative, predominately White community in Texas, organizing and engaging the public in racial justice work has challenges. However, through coordinated and specific efforts it is possible to mobilize the community for change. This essay reflects on those efforts. Drawing on public pedagogy frameworks that explore public educational sites, W. E. B. Du Bois's public sociology, scholar-activist "liberation capital" theory, I try to make sense of applying these perspectives as a tool for engaging my rural town in the BLM movement. Through my observations, reflections, and analysis, I hope to provide practical methods and tools for scholars, researchers, and rural community members that center on how to engage each other and ultimately create capacity for impactful organizing on racial equity in rural communities.

This qualitative study was conducted to compare the perceptions of students with gifted intelligence and students with those of normal intelligence about social science and social scientists. The data obtained from 23 gifted intelligent and 23 normal participants within the same age group was analysed using content analysis and results were represented with a straight and systematic language. A significant part of normal participants confused social science teacher with social scientist. Both groups find a social scientist happy. Social scientist was represented as young and dynamic, was thought without hindrance as well. As a common finding, gender is significant for both groups and males were distinguished. They do not sufficiently recognise social scientists. However, normal intelligence participants confuse social sciences with the natural sciences and they give names of both natural scientists and inventors instead of social scientists.

Taking into consideration the teachers' direct influence on students' educational life and indirect influence on the community life, the present study aims to reveal perspectives of sociologists, who study human social relationships and institutions, toward teaching profession. Data were collected from 20 sociologists working in educational institutions in Turkey through a semi-structured interview, and analysed using quantitative and qualitative methods under the supervision of three experts (an education programme developer, an educational sociologist, and a member of faculty of education). Findings of the study demonstrated that relatively more professional and technical aspects of teaching are perceived inferior to personal and psychological characteristics of teachers, and that it is still evaluated as a reliable and divine profession despite negative perceptions about it. Financial security, professional satisfaction and vacation time were reported as positive aspects of the profession while exhaustiveness, low prestige and low quality of the profession as negative aspects. As a conclusion, it tends to lose its professional prestige and reliability, and teachers are faced with a variety of problems triggered by different factors in Turkey. The study concludes with possible reasons for the problems in concern, and practical implications to overcome them.

Organising and participating in Knowledge Exchange (KE) events represent a considerable commitment by social science academics. Yet academics' participation in KE activities is not professionally rewarded as are other academic endeavours, so why do they do it? Understanding academics' perspectives regarding their own motivations for engaging in KE activities is a lacuna within the literature which this article begins to address. Drawing on qualitative interview data with social scientists working within the Centre for Population Change (CPC), the analysis presented in this paper develops a typology of academics' motivations for committing to organise and host KE events. These are: (1) contractual obligation to research funders; (2) professional self-interest; (3) to recompense society. Their narratives are interpreted through a conceptual framework of the institutionalisation of KE practices through the impact agenda which has shifted institutional expectations and professional norms regarding 'good academic practice' within contemporary academia. This paper concludes that the institutional, political, and cultural landscape in which KE events exist has considerable consequences for how academics come to commit to such activities. Understanding this environment can add to our understanding of why academics participate in KE events, and thus why they happen at all.

In John Raven's "Diving in Where Angels Fear to Tread: Pre-Requisites to Evidence-Based Interventions," he outlines several critical failings in which social scientists bear a responsibility for potentially a great deal of damage toward children, society, and notably, the planet itself. The nature of the damage appears to be one of stagnation, ('a self-perpetuating system which… negates efforts to introduce change') by virtue of suppression and discrediting of talent and innovation, and as a consequence, the promotion of a 'fascist ideology' in education (ibid). The causes behind such destruction appear to be largely attributed to: (1) an 'uncritical acceptance of reductionist science'; and (2) a preference towards 'an authoritarian, single factor remediation of social problems'. In this response to Raven's paper, Michael Wigelsworth considers the nature of these charges from his own perspective, focusing on the context of implementation of strength-based approaches in schools designed to promote social and emotional learning (SEL) (rather than focusing on statutory academic elements of learning). [For "Diving in Where Angels Fear to Tread: Pre-Requisites to Evidence-Based Interventions," see EJ1248321.]

Legal challenges continue to play central roles in critical higher education policy discussions. There are, however, wide gaps in understanding between the legal and research communities about the rigor and value of social science in legal decision-making--gaps that need to be addressed to improve the use of research in law. This study focuses on an underexamined viewpoint in the research use process--the producers of research--to examine their normative views about what sources should influence the law and how social scientists should participate in the development of "amicus curiae" briefs, an important venue through which social science research is introduced to the courts. Drawing from responses to a survey of scholars cited in "Fisher," findings highlight the critical roles higher education researchers can play in the research use process. Findings also suggest that members of the social science and legal communities may need to consider a broader set of responsibilities in their work. If research is to be useful in informing solutions to intractable challenges in education and other areas of society, the relationships and understandings between the legal and social science communities must be strengthened.

The Writing in the Disciplines approach encourages writing instruction in specific majors so that students learn the writing conventions of their discipline. As writing instructors, however, the role of the sociologist is problematic. Not only has standard sociological writing been jargon laden, it has privileged a clinical style of writing. Thus, we ask whether learning sociology also means learning how to write poorly or at least narrowly. Drawing from narrative sociology, we suggest that mainstream sociological writing should be viewed as a writing genre--one of many genres that students, and sociologists themselves, can choose from. Framing sociologists as both truth tellers and storytellers, we invite sociology instructors to consider at least three alternative genres for assignment in the classroom: life stories, fiction stories, and visual stories. Finally, we offer C. Wright Mills as a model for how to think like a sociologist while still writing well.

Attacks on academic freedom in Turkey have become increasingly systematic in recent years and thousands of academics have been dismissed. This study reflects on the effects of this worsening repression through interviews with academics in the social sciences, both those dismissed and those still active in their profession. Although the dismissed academics are socially in a very precarious position, they are continuing their scholarly activities in alternative, underground forms. This resistance stands in contrast to the accommodation and self-censorship that seem, according to the interviewees, to prevail in university departments.

Identifying factors that affect research productivity is critical to both the scientific community and policy-makers. This topic is especially useful for developing countries like Vietnam where such studies are scarce with limited original data. This paper, through a manual data collection process that yields the profiles of 406 Vietnamese social scientists with publications in Scopus-indexed journals in 2008-2017, uses the ordinary least squares method to analyse the effects of two factors on research productivity. It adds to the literature by showing the extent to which (i) work environment ('universities' and 'research institutions'); (ii) collaboration affect the adjusted research productivity of social scientists. Contrary to the usual belief, university-affiliated authors in Vietnam turned out to have higher research productivity than institution-affiliated peers. International collaboration could boost research output, although this effect is insignificant among the high-performing authors. The paper also suggests some policy implications for Vietnam facing challenges in science management.

Educators, academics, and social scientists conduct educational research across the globe, producing scientific evidence that can inform teaching practice. How can such research aid teachers in using effective practices in their classrooms? How can teachers ensure that educational research is applicable to the diverse groups of learners in their classrooms? How does research-based instruction support student learning? The No Child Left Behind Act of 2001 defined "scientifically based research" as research that employs systematic, empirical methods, involves rigorous analysis of data, relies on methods that are reliable and valid, and has been peer-reviewed. There have been many scientifically based studies demonstrating that the use of a wide range of researched-based strategies can support the academic achievement of students in a variety of settings. The way in which teachers implement research-based strategies can affect student achievement. Factors contributing to the way a strategy is implemented include the fidelity with which the teacher duplicates the strategy, the teacher's willingness to attempt the use of a new instructional practice, and the level of administrative and collegial support offered to the teacher in the application of the innovative practice. When a teacher is continuously exposed to new studies on teaching and learning, he or she is opening up a range of possibilities for success that have been documented among other groups of students. There are several resources teachers can use to access research-based studies, including professional literature, communities of practice, and literature groups. (Contains 2 resources.)

Planning, conducting, and reporting leading-edge research requires professionals who are capable of highly skilled reading. This study reports the development of an empirically informed computer-based learning environment designed to foster the acquisition of reading comprehension strategies that mediate expertise in the social sciences. Empirical data were gathered in a mixed-methods explanatory sequential design that examined the reading comprehension strategies used by an expert social scientist while reading a professional-level text. Process data were collected through a concurrent think-aloud protocol and coded according to reading comprehension processes. We combined both quantitative and qualitative analyses to identify, describe, and explain patterns in the expert's use of reading strategies. Our findings indicate that highly-skilled reading is characterized by critiquing text information, relating information to prior knowledge, and evaluating one's own understanding of text information. Findings are used to inform the design of worked-examples and a pedagogical agent embedded within the Highly-Skilled Reading Tutor. (Contains 4 tables, 2 footnotes and 3 figures.)

This paper examines the representation of rural education research orientations--defined in terms of methodological approach, academic focus and place-consciousness--within the literature and across academic disciplines. A content analysis of 155 abstracts from articles published in the Journal of Research in Rural Education and Rural Sociology between 1997 and 2008 reveals that most rural education research is not quantitative, not academically-oriented and not place-conscious. Furthermore, the abstracts show that Rural Educators are underrepresented in academically-oriented research while Rural Social Scientists are overrepresented in that dimension. The implications of these findings for collaboration are discussed and a policy-relevant, innovative, transdisciplinary research agenda is outlined. (Contains 1 table and 2 figures.)

Invasive alien species (IAS) cause major environmental and economic damage worldwide, and also threaten human food security and health. The impacts of IAS are expected to rise with continued globalization, land use modification, and climate change. Developing effective strategies to deal with IAS requires a collaborative, interdisciplinary approach, in which scientists work co-operatively with social scientists and policy-makers. Higher education can contribute to this process by training professionals to balance the ecological, economic, and social dimensions of the IAS problem. We examined the extent of such training in Canada by reviewing undergraduate and graduate university curricula at all 94 member institutions of the Association of Universities and Colleges of Canada for IAS content. We found that degree and diploma programs focusing on IAS issues are lacking at Canadian post-secondary institutions. Furthermore, few courses are devoted solely to IAS, and those that are typically adopt an ecological perspective. We argue that the absence of interdisciplinary university curricula on IAS in Canada negatively affects our ability to respond to this growing global challenge. We present several international educational programs on IAS as case studies on how to better integrate training on invasive species into university curricula in Canada. (Contains 1 table.)

Written from an auto-biographic perspective, this paper is based on reflections and insights arising from a journey of adaptation by a "sociologist-teaching-in-a-school-of-management". These reflections unveil the relevance to management studies of four interrelated conceptual tools: critical thinking, reflection, reflexivity and the sociological imagination. Examples of scaffolding activities and class exercises are provided throughout the paper to illustrate the usefulness of these concepts in management teaching. (Contains 5 footnotes.)

Internationalization is an integral part of the strategies of leading Chinese universities to strive for world-class standing. It has left its marks on the academic life of China's social scientists. This article explores the impact of internationalization on the academic life of Chinese social scientists using Tsinghua University as an example. Emphasis is placed on the transformation of their academic life in the process of internationalization. Employing a qualitative case study method, this research draws on approximately two thirds of the faculty members in the Department of Sociology to present in-depth insights into the dynamics and ecosystems of their academic life. The findings show that internationalization promotes the adoption of internationalized criteria in faculty recruitment and promotion mechanisms, stimulates enthusiasm for international activities, and strengthens internationally oriented (largely North American) norms and practices in research, teaching, and discipline development. In discussing these dimensions, this article argues that Tsinghua social scientists experience both benefits and costs as the university works hard to pursue world-class status, echoing their peers in China's other top institutions of higher education.

Pressing problems of environmental degradation are typically argued to require coordination, primarily through state intervention. Social scientists are struggling to understand how attitudes toward such state interventions are formed, and several drivers have been suggested, including education. People with university degrees are assumed to have certain values as well as the analytical skills to understand complex issues such as climate change. By using a unique panel data-set with students in different university programs (economics, law and political science), this study provides a better understanding of whether and how education affects environmental policy acceptance. One important finding is that university studies generate variation in support and scepticism toward different types of policy measures. For example, economics students tend to develop more positive attitudes toward market-based policy measures. This indicates a potential for education to increase the societal support often hindering the implementation of such policy tools.

This article reports findings from 39 interviews from two Hong Kong universities and offers a critique of the RAE system. Respondents stated that the main emphasis in counting research productivity was on articles in prestigious international journals. There were many negative comments about this as the main quality indicator. Some respondents mentioned that international journal articles benefited natural and physical scientists more than social scientists and devalued local research and local journals, resulting in a bias towards the West. The more positive comments accepted the RAE, feeling that there was an emphasis on quality not just quantity. In terms of the impact of the RAEs, many participants expressed that the exercises encouraged a great deal more publishing and that academics could fast track their careers by publishing more. However, the negative responses indicated that the RAEs encouraged a glut of publications that were more mediocre with little substance or originality. (Contains 6 footnotes and 1 table.)

Although social scientists devote considerable effort to mitigating measurement error during data collection, they often ignore the issue during data analysis. And although many statistical methods have been proposed for reducing measurement error-induced biases, few have been widely used because of implausible assumptions, high levels of model dependence, difficult computation, or inapplicability with multiple mismeasured variables. We develop an easy-to-use alternative without these problems; it generalizes the popular multiple imputation (MI) framework by treating missing data problems as a limiting special case of extreme measurement error and corrects for both. Like MI, the proposed framework is a simple two-step procedure, so that in the second step researchers can use whatever statistical method they would have if there had been no problem in the first place. We also offer empirical illustrations, open source software that implements all the methods described herein, and a companion article with technical details and extensions. [For the companion article, "A Unified Approach to Measurement Error and Missing Data: Details and Extensions," see EJ1148104.]

Evidence of public and private interest in programs designed to strengthen the institution of marriage and reduce the number of children growing up without both their parents is growing. Robin Dion addresses the question of whether such programs can be effective, especially among disadvantaged populations. She begins by describing a variety of marriage education programs. Although new to the social welfare umbrella, such programs have existed for several decades. Social scientists have evaluated a number of these programs and found them effective in improving relationship satisfaction and communication among romantically involved couples. All the programs tested so far, however, have served primarily white, middle-class, well-educated couples who were engaged or already married. Because these programs were neither designed for nor tested with disadvantaged populations, Dion observes, there is some question whether they can respond to the unique needs and circumstances of low-income couples, many of whom have multiple stressors and life challenges that can make stable relationships and marriages especially difficult. New research suggests that low-income families often face specific relationship issues that are rarely addressed in the standard programs, such as lingering effects of prior sexual abuse, lower levels of trust and commitment, and lack of exposure to positive role models for marriage. Dion describes the recent efforts of several groups to adapt research-supported marriage education programs or create entirely new curriculums so they are more responsive to and respectful of the needs of low-income families. Finally, Dion describes ongoing efforts by the Administration for Children and Families to evaluate rigorously the effectiveness of several healthy marriage initiative models being implemented on a large scale across the country. These evaluations will determine whether such programs can work with less advantaged and more culturally diverse families, including whether the impacts on couples' relationships will translate into positive effects on the well-being of their children. (Contains 1 table and 38 endnotes.)

As social scientists engage their own subjectivity, there is greater awareness of their own touristic "gaze," or at least the power relations that are evoked in the researcher-subject interaction. In teaching students involved in community service learning, the challenge is to provide a learning experience that addresses power inequities between student and served. How do we teach students to recognize axes of privilege, be critical of their roles, and be sensitive to the multiple dimensions of power relations among and between server and served? This article proposes to examine how service-learning can be a catalyst for examining the important issue of subjectivity. Drawing from qualitative data of students working in migrant labor camps and community development projects in the context of Tijuana, I discuss how students viewed power differentials and came to consider their relative social class and racialized differences in the context of the Mexican border zone. (Contains 4 notes.)

The ethics of research representation are rarely discussed. Yet representation can have a significant impact on research participants and audiences. This paper draws on some of the limited body of accounts of ethical challenges experienced in representing others in qualitative research. These accounts make clear that researchers often have to choose between 'competing goods' when representing others, such as participant control over what is presented and how, researchers' 'interpretive authority', and how to represent participants' speech. These decisions frequently involve researchers choosing between 'literal' (empirical, evidence-based) and 'real' (authentic, experiential) truths. To resolve these dilemmas, some researchers are turning to creative methods of representation, such as poems, songs, plays and dance. Like all forms of representation, these methods require compromise: in particular, some detail, depth, or location may be sacrificed in return for accessible engagement with participants and wider audiences. Conversely, traditional methods of presentation may sacrifice some scope for engagement and accessibility in return for greater detail and depth. We argue that such sacrifices are a necessary component of all forms of qualitative representation and consequently require a reflexive approach to choices about representation. It is this reflexive approach which we argue constitutes an ethics of engagement.

Purpose: This paper aims to examine the everyday practices of academic work in social science to understand better academics' learning. It also asks how academic work is enacted in relation to the discipline, department and university, taking temporality as its starting point. Design/methodology/approach: The study sought to trace academic activities in practice. Within three universities, 14 academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and where possible connections and interactions were traced (including beyond the institution). This paper reports on a subset of the study: the academic practices of four early-career academics in one discipline are analysed. Findings: Email emerges as a core academic practice and an important pedagogic actor for early career academics in relation to the department and university. Much academic work is "work about the work", both in and outside official work time. Other pedagogic actors include conferences, networks and external Web identities. Disciplinary work happens outside official work time for the most part and requires time to be available. Disciplinary learning is therefore only afforded to some, resulting in structural disadvantage. Originality/value: By tracing non-human and human actors, it has emerged that the department and university, rather than the discipline, are most important in composing everyday work practices. A sociomaterial approach enables researchers to better understand the "black box" of everyday academic practice. Such an approach holds the promise of better support for academics in negotiating the demands of discipline, department and university without overwork and systemic exploitation.

The primary goal of this paper is to provide a balanced perspective for understanding inequality in research productivity among Korean scholars in humanities and social sciences. Specifically, we examine cumulative advantage over the careers of a sample of Korean social scientists and humanities scholars (N = 8933). Descriptive analyses indicated that the level of inequality among junior humanists and social scientists rivals that found among similar scholars in the USA, and among engineers and natural scientists in Korea. Inequality indices examined over 25 years reveal a U-shaped trajectory for social scientists and an L-shaped trajectory for humanities scholars. In both disciplines, female scholars averaged fewer publications than their male counterparts at any given time in their respective careers. Furthermore, according to results from generalized estimating equations, age at receipt of doctorate and years to doctoral degree completion were negatively associated with the number of publications. The prestige of scholars' undergraduate and graduate schools also appears to be associated with productivity, though to a greater extent in the social sciences than in the humanities. The results imply that the incentive structure in Korean academia does not necessarily lead to an increase in the number of publications. Rather, it appears that, in the later career stages, activities outside the university become more important than scholarly performance, perhaps due to the tradition of basing wage and promotion systems on seniority.