The point is to change it: Locating community geography and praxis in a neoliberalizing academia

Amid the COVID-19 pandemic and the multiple issues we are confronting at the contemporary moment, geographers are faced with the critical task of finding ways to address and grapple with these concerns. This commentary advocates for community geography as an important praxis-oriented intervention that utilizes theory and methods for community issues. However, the practice of community geography is constrained by academia's neoliberalizing terrain, whereby a globalizing deployment of ‘publish-or-perish' productivity has been reconfiguring what geographers can and ought to be doing. By going against the neoliberal grain and practicing community geography, the possibilities for theoretical innovation and political potentials open up towards a geography that is socially relevant and directly addresses issues affecting the lives of marginalized community members. [ FROM AUTHOR] Copyright of Dialogues in Human Geography is the property of Sage Publications Inc. 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 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 . (Copyright applies to all s.)

Cyberbullying and the Faculty Victim Experience: Perceptions and Outcomes.

Cyberbullying affects US youth, adolescents, and adults and can occur in various settings. Among the academic literature exploring cyberbullying, most discuss cyberbullying of youth and adolescents within the K-12 academic setting. While some studies address cyberbullying targeting adults, a limited amount of research has been conducted on the topic of cyberbullying among adults within the higher education context. Of the studies that explore cyberbullying in higher education, a considerable proportion focus on cyberbullying incidents between college students. Less discussed, however, are the experiences of university faculty who have been cyberbullied by either their students, fellow faculty, or administrators. Few, if any, studies address cyberbullying of faculty as the phenomenon relates to the COVID-19 pandemic. The following qualitative study aims to fill this gap through examining the lived experiences of faculty victims of cyberbullying. Utilizing the theoretical lens of disempowerment theory, researchers recruited a diverse population of twenty-five university faculty from across the USA who self-reported being victims of cyberbullying. The study analyzes participants' interview responses to determine common experiences of faculty and overarching themes concerning cyberbullying in the academic workplace, particularly within the context of the COVID-19 pandemic. The research team applied disempowerment theory to support thematic analysis. In addition, the present article offers potential solutions for supporting faculty as they navigate virtual learning environments. The study's findings hold practical implications for faculty, administrators, and stakeholders in institutions of higher education who seek to implement research-driven policies to address cyberbullying on their campuses.

Role of academia in enhancing technology and innovation for a post COVID-19 recovery and growth.

The COVID-19 pandemic represents one of the greatest challenges of this century with wide ranging impacts not only on health but practically every sector of the human society. The pandemic stretched our resources and coping capacities to almost breaking points even in wealthy economies and further exposed crucial weaknesses in infrastructure, human resources and emergency preparedness of most nations. This review article explored the role of technology and innovation in post COVID-19 growth and recovery. The academia has facilitated better understanding of the COVID-19 pandemic by increasing the body of knowledge on the disease. Better understanding of the disease informed technology and innovations which has made it possible to end the pandemic lockdown, and chart the course for recovery and growth. Relevant articles from a search of electronic databases were reviewed and the role of academia as well as some of the innovations that opened the pathway for recovery were highlighted. Recovery and growth after the COVID-19 pandemic will require synergistic efforts between the academia and the industry, more like taking the "Gown" to "Town". Research and development in academia, and industrial technology and innovation are veritable tools for a post COVID-19 recovery.

Research and Teaching in a Pandemic World: The Challenges of Establishing Academic Identities During Times of Crisis

This book adopts collaborative autoethnography as its methodology, and presents the collective witnessing of experiences of the COVID-19 pandemic within the higher education sector. Through the presentation of staff and student experiences and what was learnt from them, the authors examine the global phenomenon that is the COVID-19 pandemic through the purposeful exploration of their own experiences. This book presents an overall argument about the state of higher education in the middle of the pandemic and highlights academic issues and region-specific challenges. The reflections presented in this book offer insights for other staff and students, as well as academic policy-makers, regarding the pandemic experiences of those within academia. It also offers practical suggestions as to how we as a global community can move forward post-pandemic. © The Editor(s)(if applicable)and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

The Kitchen Table: Mother-Academics Reconfiguring Their Emerging Identities While Aligning Family and Work

Mother-academics are disadvantaged by historical and systemic inequalities situated within academia which have been compounded by the pandemic. Through the analytical lens of the theory of practice architectures, we focus on work practices and women's emotional experiences while reconfiguring their identities as online academics and simultaneously their changing home worlds due to the close proximity of their children at the kitchen table. Findings indicate that pre-COVID-19, boundaries between mothering and academia were delineated by the physicality of settings. In contrast, when forced to work from home during the pandemic, skilful navigation was required to obtain a home/work balance. Empathy was required to realign and locate a form of equilibrium in the merging online and home environment at the kitchen table. We contribute to the growing body of literature that advocates for academia to become a less gendered environment in the future. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Reducing academic flying beyond COVID‐19: Drivers, alternatives, and avenues for change

This paper seeks to advance our understanding of the underlying reasons that sustain high levels of academic flying, and examines how a low‐carbon academia with less air travel might come about. Data from 30 interviews with academics showed that expectations of internationalisation, networking, and ideals of a productive academic stand among the strongest drivers of academic flying. These drivers come forth from underlying objectives such as pursuing excellence in research and working towards successful careers. Findings from this research suggest that institutional and cultural change are prerequisites to mainstream practical alternatives to academic flying, such as wider use of digital communication tools, grounded travelling, and low‐carbon conferences and meetings. We see a role for universities, grant‐providing authorities, and other academic organisations to include environmental standards and criteria in internationalisation strategies, the concept of excellence, and funding evaluation processes. From our analysis of academics' experiences during the COVID‐19 pandemic, we identify three factors that appear essential in determining whether digital communication tools can substitute for physical presence: (1) desired type of interaction, (2) existing social relations among participants, and (3) number of participants. Finally, we discuss whether and to what extent voluntary guidelines, the adoption of digital tools, and other soft measures may lead to cuts in academic flying at the scale and pace required for meeting climate targets, suggesting that enforcing limits on academic air travel might be unavoidable. [ FROM AUTHOR] Copyright of Geographical Journal is the property of Wiley-Blackwell 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 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 . (Copyright applies to all s.)

Effects of parenthood and gender on well-being and work productivity among Canadian academic research faculty amidst the COVID-19 pandemic

The coronavirus disease (COVID-19) pandemic has brought about enormous changes to all aspects of academic life. In spring 2020, we recruited faculty from Canadian universities who were asked to complete a survey about the perceived impact of the pandemic on aspects of their well-being and work productivity. Eight hundred ninety-nine academics from across Canada responded, reporting that the pandemic had had a significant negative impact on their mental health, work satisfaction, first-author publications, grants, and data collection. Overall weekly work hours dropped by 22% compared to prepandemic levels, from 45 hr/week to 35 hr. Though parents of children under the age of 13 managed to maintain an average of 30 hr/week despite juggling childcare and work duties, they nonetheless fared worse compared to nonparents and parents of older children on nearly all indicators of work productivity and well-being. Furthermore, mothers of young children reported having fewer uninterrupted work hours and spending more time as primary caregiver compared to fathers. Thus, the COVID-19 pandemic has had a considerable negative impact on the self-reported well-being and work productivity of Canadian academics, and even more so among parents of young children. Mothers of young children may be particularly in need of additional support. These findings highlight the importance of adopting policies at the federal and institutional levels aimed at "leveling the playing field" for these groups as well as instituting creative childcare solutions that maintain health and safety while not further disadvantaging young parents. (PsycInfo Database Record (c) 2023 APA, all rights reserved) Impact Statement Public Significance Statement: The current findings suggest that the COVID-19 pandemic has had a considerable negative impact on the self-reported well-being and work productivity of Canadian academics, and even more so among parents of young children. Mothers of young children may be particularly in need of additional support. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (French) La pandemie de la maladie causee par le coronavirus (COVID-19) a suscite d'enormes changements dans tous les volets de la vie universitaire. Au printemps 2020, nous avons effectue un sondage parmi les membres du personnel d'universites canadiennes afin de connaitre les repercussions percues de la pandemie sur divers aspects de leur bien-etre et sur leur productivite. Ont repondu au questionnaire 899 personnes de partout au pays, lesquelles ont signale que la pandemie avait eu d'importantes repercussions negatives sur leur sante mentale, leur niveau de satisfaction au travail, le nombre de publications comme premier auteur, l'obtention de subventions et la collecte de donnees. Dans l'ensemble, le nombre d'heures travaillees par semaine a chute de 22 %, comparativement a celui d'avant la pandemie, passant de 45 a 35 heures. Bien que les parents d'enfants de moins de 13 ans aient reussi a maintenir un horaire moyen de 30 heures semaine, jonglant les services de garde et le travail, ils ont des resultats tres inferieurs aux personnes sans enfants ou aux parents d'enfants plus ages pour presque tous les indicateurs de productivite et de bien-etre. De plus, les meres de jeunes enfants ont rapporte avoir un nombre inferieur d'heures de travail ininterrompues et avoir consacre plus de temps comme principaux fournisseurs de soins en comparaison des peres. Ainsi, la pandemie de COVID-19 a eu d'importantes repercussions sur les niveaux autorapportes de bien-etre et de productivite des chercheurs universitaires canadiens, en particulier parmi les parents de jeunes enfants. Les meres de jeunes enfants ont peut-etre particulierement besoin de soutien supplementaire. Ces resultats mettent en relief l'importance d'adopter des politiques federales et institutionnelles visant a egaliser les chances pour ces groupes, de meme que d'etablir des solutions novatrices pour la garde d'enfants qui assurent la sante et la securite, sans desavantager les jeunes parents. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The challenges and experiences of academics supporting psychological capital among students at the emergence of COVID-19: A qualitative investigation of award-winning educators at a British university.

BACKGROUND: Studies show that student mental health has continued to deteriorate over the years. Developing strengths-based approaches could aid educators in the development of Psychological Capital (PsyCap) and positive protective factors in students to support their mental well-being and aid in their success; however, little is known of the subject experience of educators who attempt this. AIMS: This study aims to understand the experience of award-winning educators; both in their attempts to cultivate positive protective factors in students and in challenges to the pursuit of that goal during the shifting academic landscape at the emergence of COVID-19. SAMPLE: Six award-winning educators from a British university. METHODS: Participants were interviewed over video calls in this research design using semi-structured interviews. Thematic analysis was used to analyse the data. RESULTS & DISCUSSION: The results showed two major themes; pressures for academics and strength-based approached to cultivating PsyCap. These themes reflected that educators saw an urgent need for students to develop resilience as they struggle to handle subjective failure and that students struggle with imposter syndrome. The educators identified the challenges as feeling taken for granted, having unmanageable workloads along high expectations placed on them. CONCLUSION: COVID-19 has added significantly to the workloads of educators and demonstrated students' need for resilience. This research identifies the experiences of educators trying to improve strengths-based practice while identifying the challenges of pursuing that goal in the changing pedagogy post-COVID-19.

Researchers on ice? How the COVID-19 pandemic has impacted Antarctic researchers

The COVID-19 pandemic and pandemic-related measures have impacted the lives and work-related activities of Antarctic researchers. To explore these impacts, we designed, piloted and disseminated an online survey in English, Russian, Spanish and Chinese in late 2020 and early 2021. The survey explored how the pandemic affected the productivity of Antarctic researchers, their career prospects and their mental wellbeing. Findings exposed patterns of inequities. For instance, of the 406 unique responses to the survey, women appeared to have been affected more adversely than men, especially in relation to mental health, and early-career researchers were disadvantaged more than their mid- or late-career colleagues. Overall, a third of the research participants reported at least one major negative impact from the pandemic on their mental health. Approximately half of the participants also mentioned that the COVID-19 pandemic had some positive effects, especially in terms of the advantages that working from home brought and opportunities to attend events, network or benefit from training workshops online. We conclude with a series of recommendations for science administrators and policymakers to mitigate the most serious adverse impacts of the pandemic on Antarctic research communities, with implications for other contexts where scientific activities are conducted under extreme circumstances.

Living through a Global Pandemic: A Cross-Sectional Study on the Psychological Resilience of the University Population in Iran.

AIMS: This study aimed to describe and understand the individual and social dimensions of resiliency among Iranian academics as professionals during the early wave of the ongoing pandemic. Furthermore, we aimed to emphasize the cultural context in our analysis. METHOD: A cross-sectional survey design was adopted. We used convenient sampling, administered through an online survey, among academics at Iranian universities (n = 196, 75% women). We employed the CD-RISC 2 instrument, items on life meaning, and a modified version of Pargament's RCOPE instrument (Meaning, Control, Comfort/Spirituality, Intimacy/Spirituality, and Life Transformation). RESULTS: The results revealed a strong level of resilience among men (M = 5.78) and women (M = 5.52). Self-rated health was rated as excellent, very good, or good among a majority (92%) of the participants, more so among men. Family was one of the factors that most strongly gave life meaning, followed by friends, work/school, and religion/spirituality. There was a strong correlation between self-rated health and life as part of a greater whole, being alone, and listening to the sounds of the surrounding nature. CONCLUSIONS: Both personal and social levels of resilience and meaning-making are seen in the results, with an ability to balance between obstacles and resources. Cultural practices are interdependent, which also include the individual and social dimensions of resiliency and meaning-making.

A Precarious Future: Reflections from a Survey of Early Career Researchers in Archaeology

This article presents the results of a 2021 international online survey of 419 early career researchers in archaeology. Respondents were passionate about pursuing an academic career, but pessimistic about job and career prospects. Statistics highlight specific obstacles, especially for women, from unstable employment to inequitable practices, and a chronic lack of support. Over 180 open-ended comments reveal worrying levels of workplace bullying and discrimination, particularly targeting women and minorities. The impact of the COVID-19 pandemic on early career researchers is also examined. The survey's findings are analysed and contextualized within the international higher education sector. A communal effort is necessary to create sustained change, but early career researchers remain hopeful that change can be implemented. (English) [ FROM AUTHOR] Cet article présente les résultats d'un sondage en ligne conduit en 2021 à échelle internationale, auquel 419 jeunes archéologues chercheurs ont répondu. Ils tiennent ardemment à poursuivre une carrière universitaire ou de chercheur mais sont pessimistes quant à leurs perspectives professionnelles. Les statistiques révèlent des obstacles spécifiques, affectant surtout les femmes, tels que les emplois à statut précaire, les pratiques inéquitables et un manque chronique de soutien. Plus de 180 commentaires libres exposent un niveau inquiétant d'intimidation et de discrimination en milieu professionnel visant particulièrement les femmes et les minorités. L'étude considère également les effets de la pandémie de COVID-19 sur les chercheurs en début de carrière. Les résultats du sondage, analysés dans le contexte de l'enseignement supérieur, indiquent qu'il faut un effort concerté pour produire un changement durable dans les conditions de travail des jeunes chercheurs. Ces derniers restent cependant optimistes quant aux chances de succès d'une telle initiative. Translation by Madeleine Hummler (French) [ FROM AUTHOR] Die Ergebnisse einer Umfrage, welche im Jahre 2021 auf internationaler Ebene 419 Nachwuchsforscher im Bereich der Archäologie befragt hat, zeigen, dass sie leidenschaftlich ihre wissenschaftliche Laufbahn verfolgen wollen, aber dass sie in Bezug auf berufliche Aussichten pessimistisch sind. Die Statistiken weisen auf bestimmte Hindernisse wie prekäre Arbeitsbedingungen, ungerechte Verfahren und mangelnde Unterstützung, besonders bei Frauen. Über 180 offene Kommentare offenbaren eine besorgniserregende Menge von Mobbing und Diskriminierungsfällen, vor allem an Frauen und Minderheiten gerichtet. Die Verfasser besprechen auch die Auswirkungen der COVID-19-Pandemie auf Nachwuchsforscher. Die Ergebnisse der Umfrage werden innerhalb des internationalen Hochschulwesens bewertet und kontextualisiert. Es ergibt sich, dass eine gemeinsame Leistung nötig ist, um die heutigen Verhältnisse nachhaltig zu ändern;die Nachwuchsforscher hoffen jedoch weiterhin, dass solche Veränderungen erfolgen können. Translation by Madeleine Hummler (German) [ FROM AUTHOR] Copyright of European Journal of Archaeology is the property of Cambridge University Press 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 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 . (Copyright applies to all s.)

Managing Creativity on a Budget: The Future of Academic Research and Development in Lebanon

The central mission of a university is the discovery, dissemination, and application of new knowledge. In this regard, research is key to a university's reputation and gradually becoming the basis of its academic and financial success. Research and innovation are critical for expanding the knowledge base and the stream of highly educated individuals who, in turn, can provide economic vigor and competitiveness to their society. Although the main focus of this chapter is on Lebanon, the challenges outlined, and solutions proposed may apply anywhere else, particularly in developing countries, since Lebanese academic research institutions are a magnified microcosm of academic centers around the world. Lebanon may be home to some of the earliest founded modern universities in the Middle East and the Arab World, with a few constantly affirming their leading position among the best universities in the world through competitive cutting-edge research. However, the preeminence of research as a substrate for academic excellence in Lebanon's universities is at risk particularly without sustained investment in public and private academic institutions. In the COVID era and when Lebanon's economy is in freefall and the government is unable to increase spending on higher education, the survival - not to mention growth - of research universities is threatened, unless purposeful national research strategies are developed that guide more investments into higher education, and unless universities become more efficient and focus their research on national priorities and goals. In light of the many economic and global challenges, a new roadmap is needed to revive the role of the university in research and development. This chapter highlights the problems that plague academic research and development in Lebanon as well the challenges faced by higher education in that regard and proposes realistic solutions to tackle these challenges. These include research strategies focused on national needs, communication about the value of research universities, proper infrastructure to provide material resources, collect and analyze data, scarcity of resources (human and material), understanding the complexities of research administration and leadership, balancing academic freedom with societal, cultural and institutional expectations, standardized performance metrics, regulatory compliance and indirect cost allocation. Once the challenges are recognized and addressed, and a national research agenda is developed, the human capital - arguably the most valuable innovation resource - can be developed to maximize the use of material resources and purpose them towards national priorities. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Promoting communal care for wellbeing in graduate education: Community building, belonging, and navigating the COVID-19 pandemic

Academia is a stressful occupation. Globally, faculty report stressors related to mounting expectations for research and scholarly productivity in the context of simultaneously increasing instructional workloads, administrative duties, and student expectations. As a result of these increased demands and expectations, faculty report experiences of intense stress, worry, depressed mood, emotional exhaustion, diminished self-care, and overall sense of compromised wellbeing. This chapter explores self-care within graduate education and argue for the inclusion of communal care practices to support wellbeing. It positions community building as a communal care practice that extends traditional notions of self-care. It also adopts reflexive ethnography to unpack the subjective experiences of wellbeing, including those incurred during the COVID-19 pandemic. The chapter utilizes Bronfenbrenner's (1994) ecological theory of human development to deconstruct the sense of belonging and efforts to build community within academia, reflecting on resulting impacts on wellbeing. It identifies microsystem, mesosystem, exosystem, macrosystem, and chronosystem factors that facilitated or impeded the efforts to build community in context of the social-cultural locations as faculty. The chapter highlights the importance of modeling self-care through community building in graduate-level practice, scholarship, and policy. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Building intercultural mentorship, wellbeing, and wholistic practice in graduate education: Scholarly reflections on playbuilding, storytelling, and the arts

Academia is a stressful environment for graduate students and faculty due to high expectations, comprehensive assignments, and diverse roles and responsibilities. Faculty report stressors related to high demands for scholarly productivity, teaching excellence, and administrative duties. These high expectations are often heightened by increasing class sizes, limited administrative support, decreased funding opportunities, and busy schedules. There are also increased pressures for racialized faculty groups. More recently, professors have also been facing an increasing number of COVID-19-related stressors, such as remote working, childcare obligations, research delays, secondary trauma, and mental exhaustion. Educational researchers suggest that in a context of an increasingly changing academia, mentoring and community-building have the potential to promote growth-fostering relationships while supporting individuals' sense of self-worth, self-esteem, and competency. Considering the importance of mentorships and wellbeing in graduate education, as well as artful practices for learning and teaching, the authors shares their perspectives of play-building as they continue to develop intercultural relationships through collaborative writing, storytelling, and understandings of the Creative Process, as well as two Indigenous pedagogical tools: the Medicine Wheel and the Two Row Wampum Belt. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

COVID-19: An opportunity to theorise (online) teaching practices in tourism and related topics

Purpose: COVID-19 impacted the tourism sector, and its ripple effect is equally evident in tourism academia at all levels. Since innovation in tourism pedagogy is considered an epicentre of quality education, this study proposes an integrated model to identify the degree of pedagogical innovation adapted by tourism educators. The model is an amalgamation of innovation indicators in teaching practices developed by Sigala (2021), a futurist model developed by Wassler and Fan (2021) and a model of innovation developed by Brooker and Joppe (2014). Design/Methodology: The study is exploratory, and an online qualitative survey was used to collect data. Data were analysed using the Nvivo 12 software and three themes were drawn: Painters, Artists and Artisans. Findings: The study found that the majority of the tourism educators are painters as they adopted minor changes in their pedagogy. They follow the conventional methods of teaching by incorporating ICT into their pedagogy. Whereas a smaller group of tourism educators introduced innovative tools to encourage and equip students with professional skills (artists/artisans). Practical Implications: The study suggests practical implications for tourism educators to embrace and innovate their pedagogy to become 'artists/artisans'. The support of Higher Education Institutions (HEIs) and industry professionals are equally crucial for bringing innovation in tourism pedagogy and academia, in general, artisans. Originality: Given that tourism education has scantly been discussed following the breakout of COVID-19 (Sigala, 2020), the study addresses that resurrection of tourism pedagogy through an integrated model. © 2022 Pinaz Tiwari, Hugues Seraphin and Vanessa Gowresunkar.

COVID-19 and the gender gap in research productivity: understanding the effect of having primary responsibility for the care of children

In this paper we contribute to the emerging literature on the effect of the COVID-19 pandemic on the gender gap in research productivity. We extend previous studies by considering men and women academics from science and non-science disciplines through an analysis of data from academics at 14 universities across two countries (seven in Australia and seven in Canada) and focusing on the role of primary caregiving. Our empirical approach used logistic regressions and the Blinder–Oaxaca decomposition technique. The latter enabled us to ask: ‘How much of the gender gap in perceived productivity during the pandemic is due to gender differences in primary care responsibilities?' Within the sample (N = 2,817) of academics, 33% of women and 25% of men reported that their perceived publication ability decreased a lot during the pandemic. This is an eight percentage-point gender gap in perceived publication ability. Statistical analysis revealed that two-fifths (40%) of this gap may be explained by gender differences in having primary responsibility for the care of children. Gender differences in other characteristics such as age, discipline, and increased teaching and administrative work were not, as a group, significant. There were also no differences between Australia and Canada. The findings are important, particularly for the pursuit of gender equality within academia. In the absence of specific mitigating interventions, research disruptions in 2020 may have long-lasting career scarring effects (e.g. hiring, promotion, tenure) and, as a result, see women further disadvantaged within the academy. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Learning via Zoom during the Covid-19 pandemic: benefits for Arab students in Hebrew academic institutes in Israel

This study examines the impact of distance learning via Zoom on Arab students in Hebrew academia in Israel, from an academic and socio-individual level. The qualitative research methodology implemented in this study is based on in-depth interviews with 28 male and female master's students in two academic institutions in Israel. The findings show that learning despite certain difficulties, studying remotely via Zoom made the Arab students more comfortable, and were encouraged to participate more in the lessons. It seems that when studying in class with Jewish students in these institutions arouses fear and self-censorship among Arab students, in turn decreasing their desire and confidence to express themselves in class. As such, learning from home while ‘hiding' behind the camera decreases their inhibition and offers new opportunities for greater self-expression. © 2023 Korean Association for Multicultural Education.

Forum: Gendered Dynamics of Academic Networks

This forum examines whether scholars' access to networks in the international studies profession is gendered and if so, the consequences of those networks for personal and professional success. Academic networks that encompass both professional and personal connections have been proposed as one solution to chilly climate issues because they provide a dual function of enhancing scholarly productivity and inclusion in the profession. The articles in the forum consider both professional (e.g. citation) and personal (e.g. mentorship, friendship) networks, as well as traditional (e.g. invited talks) and nontraditional (e.g. social media) networks. The authors show that biases that arise through the gendered nature of academic networks can be mitigated through social media, mentoring, and friendship networks. However, we must also be cognizant of other factors that create barriers for women in the profession (e.g. university prestige, parenthood, COVID-19). [ FROM AUTHOR] Copyright of International Studies Perspectives is the property of Oxford University Press / USA 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 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 . (Copyright applies to all s.)

The place of academia and industry in the adoption and adaptation of educational technologies for a post-COVID-19 recovery in Africa.

The COVID-19 pandemic disrupted livelihoods on different fronts and at varying degrees globally. The global education sector was one of the key sectors that bore the heaviest brunt, particularly in the teaching and learning delivery modes. For instance, digital educational technologies became vital methods for teaching and learning. In response, a number of initiatives were adopted by countries to lend insight into how to cope with the emergent challenges, as well as how to alleviate the challenges brought about by the pandemic for post-COVID-19 recovery and growth. In this paper, we explore the contribution of industry and academia to post-COVID-19 recovery and growth, with a special focus on education technologies (ICT)'s adoption and promotion of entrepreneurial efforts in Africa. To attain the paper's objective, we used a scoping review approach to obtain crucial literature from credible and relevant databases to demonstrate and deliver succinct, stronger, clear, and clarified findings on the areas of focus. Additionally, we visited websites of certain international organizations that supported sub-Saharan Africa (SSA) countries in response to the COVID-19 pandemic, specifically focusing on responses targeting the education sector. The findings highlighted in this paper reveal that both academia and industry have a significant contribution to building back better efforts for a post-COVID-19 recovery and growth. Such efforts operate within the realms of adoption and adaptation of technology in the education sector, and increased emphasis on involvement in entrepreneurship practices. The paper also offers salient recommendations on how to better improve academia and industry's involvement in post-COVID-19 recovery and growth efforts.

The Impact of COVID-19 on U.S. Computer Science Faculty's Turnover Intentions: The Role of Gender.

The COVID-19 pandemic has been challenging for college faculty, with evidence that it has the potential to exacerbate pre-pandemic gender inequities in work demands (Tugend, 2020). The impact of the pandemic may be particularly difficult for women in male-dominated STEM fields such as computer science that pose additional challenges and had high attrition rates among women faculty pre-pandemic (NSF, 2019; Weisgram & Diekman, 2017). The present study examined the mechanisms through which gender may have implications for changes in turnover intentions due to the pandemic among computer science faculty, with a focus on changes in work-family conflict and workplace attitudes. A total of 317 tenure-line and non-tenure line computer science faculty across the U.S. (54.26% women, 49.84% tenured) completed a survey that included items examining whether the pandemic changed work-family conflict, work-related attitudes (job satisfaction, sense of belonging, burnout), and turnover intentions. Results of analyses indicated that identifying as a woman indirectly predicted larger increases in turnover intentions due to the pandemic, through increased work-family conflict, burnout at work, and decreased feelings of job satisfaction. The results suggest that the pandemic has the potential to increase women's attrition from computer science faculty positions, further exacerbating their underrepresentation.