This study attempted to examine the impacts of academic locus of control and metacognitive awareness on the academic adjustment of the student participants. The convenient sampling was applied to select the sample of 368 participants comprising 246 internals with age ranging from 17 to 28 years (M = 20.52, SD = 2.10) and 122 externals with age spanning from 17 to 28 years (M = 20.57, SD = 2.08). The findings indicated that there were significant differences in the various dimensions of metacognition, academic lifestyle and academic achievement of the internals and externals except for academic motivation and overall academic adjustment. There were significant gender differences in declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, evaluation and overall metacognitive awareness. Likewise, the internals and externals differed significantly in their mean scores of declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, debugging, evaluation and overall metacognitive awareness, academic lifestyle and academic achievement. The significant positive correlations existed between the scores of metacognitive awareness and academic adjustment. It was evident that the internal academic locus of control and metacognitive awareness were significant predictors of academic adjustment of the students. The findings have been discussed in the light of recent findings of the field. The findings of the study have significant implications to understand the academic success and adjustment of the students and thus, relevant for teachers, educationists, policy makers and parents. The future directions for the researchers and limitations of the study have also been discussed.
This paper examines highly paid academics – or “top earners” – employed across universities in ten European countries based on a large-scale international survey data of the academic profession. It examines the relationships between salaries and academic behaviors and productivity, as well as the predictors of being an academic top earner. While in the Anglo-Saxon countries the university research mission traditionally pays off at an individual level, in Continental Europe it pays off only in combination with administrative and related duties. Seeking future financial rewards through research does not seem to be a viable strategy in Europe – but seeking satisfaction in research through solving research puzzles is also getting difficult, with the growing emphasis on “relevance” and “applicability” of research. Thus both the traditional “investment motivation” and “consumption motivation” for research are ever-harder to be followed, with policy implications. The primary data come from 8,466 usable cases. This paper examines change processes in Western Europe and in Poland (in a European context) and its main reference point is American higher education scholarship; it is, on the theoretical plane, the founder of the conceptual frameworks to study academic salaries, and, in practical terms, the US science systems heavily draws on European scientific talents.
This report describes the community involved in technology, organisation, and economics of theconstruction industry. The community includes mainly academics gathered around KILiW PAN, the Polish Academy of Sciences Section for Civil Engineering Projects. The results have been obtainedbased on the survey conducted in the period of 2007–2010. Some financial issues are presentedhere which influence the scope of the research underway and the didactic process. Some of theissues presented here comprise the subject matters of research, postgraduate studies, academicdegrees, as well as publications and international cooperation. Conclusions were presented in theform of suggestions in the field of research and teaching.
The author of the article is aimed at reconstructing the concept of academic freedom as a base of university existence, regarding both its didactic and research function. The author takes into account various definitions of academic freedom and analyzes areas and dimensions, especially its institutional (university) and individual (professor) level. He reconstructs also controversies which are exposed in discussions on academic freedom and arguments regarding its limitations. He considers the phenomenon of actuarial policy and various forms of academic competition. He puts question: does the concept of academic freedom can be still vivid in the time of growing commercialization of didactits and research functions of contemporary university as well as its growing dependance on economy and politics?
This paper aims to open the discussion about historian’s emotions during the research process that has mostly been covered up. It does not pretend to be a thorough account of the topic but a modest essay that might encourage other researcher to reflect on their experiences. Firstly, we briefly describe the current situation in a few neighboring disciplines. Secondly, we explain how we understand emotions and use the terms emotion, feeling and sentiment. Thirdly, we discuss the reasons why most historians keep silent about their feelings. Fourthly, with two examples, we illustrate how historians have written about their emotions. Fifthly, we present a model of emotional phases of research by the Danish social psychologist Steinar Kvale and evaluate its relevance to historical research. Then we look at the causes and/or objects of feelings of students or beginning scholars in cultural history. Finally, we suggest some ways we historians could make our scholarly community emotionally a more supportive one. It might be good to remember that our discussion concerns primarily the Finnish academic world, and the situation in other countries might be slightly different.
The spread of pseudoscientific beliefs and opinions is one of the more serious problems of modern societies. Pseudoscientific beliefs and opinions question the authority of science and may lead to serious harms to individuals and whole societies. In recognition of these hazards, the Committee of Ethics in Science of the Polish Academy of Sciences submits the following statement for the consideration of researchers, teachers in higher education and primary and secondary schools, as well as institutions which are responsible for education, and the society at large. The statement characterizes pseudoscience, its main causes and forms, as well as its key ethical aspects. It also contains recommendations for scientists and academic institutions on the appropriate responses to this troubling phenomenon.
Academic culture is a set of rules (norms and values) regulating the institution of the university. The central component of academic culture is autonomy both in the sense of independence from external interference and the capacity to decide on research, teaching and organization of the university. Autonomy is endangered by the interference in academic culture of other cultural complexes characteristic for modern society: corporate culture, business culture, bureaucratic culture, financial culture, consumer culture. The resulting cultural clash is the reason for current crisis of the university. The defense of autonomy is the ethical and professional duty of scholars.
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