Literaturnachweis - Detailanzeige
Autor/in | Ruan, Nian |
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Titel | Accumulating Academic Freedom for Intellectual Leadership: Women Professors' Experiences in Hong Kong |
Quelle | In: Educational Philosophy and Theory, 53 (2021) 11, S.1097-1107 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ruan, Nian) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1857 |
DOI | 10.1080/00131857.2020.1773797 |
Schlagwörter | Academic Freedom; Women Faculty; College Faculty; Higher Education; Foreign Countries; Teacher Leadership; Faculty Workload; Educational Quality; Barriers; Gender Differences; Gender Bias; Work Environment; Intellectual Disciplines; Sociocultural Patterns; Epistemology; College Administration; Humanities; Social Sciences; Teacher Attitudes; Hong Kong Akademische Freiheit; Frauenakademie; Weibliche Gelehrte; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Lehrerfunktionsstelle; Quality of education; Bildungsqualität; Geschlechterkonflikt; Geschlechterstereotyp; Arbeitsmilieu; Geisteswissenschaften; Soziokulturelle Theorie; Erkenntnistheorie; College administrators; Hochschulverwaltung; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lehrerverhalten; Hongkong |
Abstract | Intellectual leadership indicates the informal leadership of professors based on aspects such as knowledge production and dissemination, institutional services, and public engagement. Academic freedom is considered as the overarching condition for individual academics to develop intellectual leadership. Against the backdrop of internationalisation and globalisation of higher education, academics face enormous pressures to produce measurable research outputs, deliver high-quality teaching and meet all kinds of institutional requirements. In modern universities, women scholars, as the non-traditional participants in academia, must tackle with multiple obstacles and bias brought by gender intertwined with academic discipline features, higher education institutions, and sociocultural characteristics. How do women professors protect, negotiate, or strive for academic freedom? Situated in higher education in Hong Kong, this article aims to explore how epistemological norms, institutional management, and gender influence women scholars' academic freedom. The author has analysed how sixteen established women professors in humanities and social sciences (HSS) augmented freedom using the cumulative advantage theory. The study finds that women scholars in different sub-groups within HSS had mixed views about freedom and developed diverse patterns to seek freedom for intellectual leadership. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |