This thesis examines the relationship between status, mechanisms of control, and individual academic autonomy. It is a qualitative study which relies upon previous research in the field of academia in conjunction with data generated by semi-structured interviews of full time academics in the social sciences at McMaster University. It is proposed in this thesis that the accumulation of status has come to play a critical role in the academic market economy which most universities entered as academia expanded during the post World War Two era.. It is suggested that the primary element in the realization of status is the publication of research, especially during the recessionary, no growth situation universities have been experiencing since the 1970's. Published research is viewed as a commodity, valued by both academics and those in positions of authority at the university. To ensure its production a number of controls are erected. Although effective control is often associated with the rigidity of Tayloriam, such a prescription for academics is both ideologically unplalatable and unnecessary. The novitiate to the academic labour process is given little direction in terms of guidance, performance expectations, job description or how to allocate personal resources. When the above are coupled with an ambiguous, institutionally based evaluation format, the result is often the perception that academia is a prime example of occuaptional autonomy -as promoting independence of both thought and action. But perhaps it can also be a means of controlling academics through indirect external pressure, which also shapes the internal controls of academics. The end product of such a scenario may not be an independence for the academic that autonomy would by definition suggest, but a conformity which is ultimately consistent with accumulation of institutional status. / Thesis / Master of Arts (MA)

The purpose of this study was to investigate the factors in the life histories of women in academia in science and engineering that they perceive to have influenced their success and how these factors have influenced their success. Three broad areas were addressed: challenges, accomplishments, and attributions to success. This study employed a multiple-case design, and purposive sampling was used to select the participants in this study. Each of the seven participants held a Ph.D. and was employed at a doctoral-degree granting institution in a science or engineering field. Four major themes emerged from the data with respect to challenges that influenced the success of the participants: (a) no perceived academic limitations during their years of elementary and secondary schooling, (b) no other challenges during the elementary and secondary school years that hindered achievement in their educational background or their path to academia, (c) no gender-related expectations in the family background, and (d) no gender-related academic expectations or discrimination in graduate school that hindered success in graduate programs or the path to academia. Six of the participants attained at least one achievement-based accomplishment in high school, and four participants attained achievement-based accomplishments as undergraduates. Five major themes emerged in the data with respect to factors to which the participants attributed their success: (a) parents or other family members held high academic expectations, (b) father served as mentor and role model, (c) had at least one mentor in the Ph.D. program, (d) at least one colleague or administrator served as a mentor during their academic careers, and (e) participated in collaborative research and publishing with colleagues in academia. These all contributed to success in various ways. Recommendations for future research include: (a) replication of the current study, (b) multiple case-study research comparing the factors which influence the success of women in science and engineering who have entered and persisted in academia with those who have not been successful, and (c) research comparing the factors influencing success of women in academia in science and engineering disciplines with those in other disciplines.

In this thesis I investigate the influence of mentoring on the formation of the identities of women academics in Australian universities. Many Australian and New Zealand universities have introduced some form of mentoring initiative for women academics over the last decade. The aim of these initiatives is usually expressed in terms of supporting women's career development in order to increase the representation of women in senior positions in universities. I take up Foucault's theory of governmentality together with feminist theories of subjectivity, to examine the ways in which mentoring contributes to 'producing' the women as academic subjects of the times. My analysis of the formation of the subjectivities of the women concerned is set in the context of a political economy of contemporary higher education accompanied by the changing nature of academic work. I argue that mentoring has found support in recent years because it responds to the concerns of 'the enterprise university' with improving performance while also being seen to respond to the problem of gender inequality. The thesis is based on interviews conducted with 17 women academics who have participated in a formal mentoring program or who have been mentored informally by a colleague in their universities, six of which are discussed in detail. I use a feminist interpretive framework to analyse the discourses through which the women and I construct their accounts at interview. I also highlight the parallels between the confessional aspects of feminist research interviewing and the confessional space of the mentoring relationship itself, particularly mentoring of women by women. On the basis of this analysis, I argue that mentoring has a number of productive effects, producing particular sorts of self-regulating subjects, together with new knowledges and discourses of work and of the self. In their engagement in mentoring, the women take up a project of self-review and self-regulation. This can be understood as a biographical project of the self. It is a project that is iterative and ongoing, as the women navigate the discourses of academic work, career, gender, mothering, sexuality, social class and ethnicity, amongst others. This process is frequently fragmented and contested as the women confront the contradictions within the combined positioning of themselves and their positioning by others. Rather than try to resolve the tensions and contradictions that characterise this process, these tensions might be better explored in terms of their productive potential for disrupting the gendered work order of universities.

Tesis - Universidad de Madrid, 1962. / "Bibliografía de los académicos de numéro": p. [349]-379. Includes bibliographical references.

In this thesis I investigate the influence of mentoring on the formation of the identities of women academics in Australian universities. Many Australian and New Zealand universities have introduced some form of mentoring initiative for women academics over the last decade. The aim of these initiatives is usually expressed in terms of supporting women's career development in order to increase the representation of women in senior positions in universities. I take up Foucault's theory of governmentality together with feminist theories of subjectivity, to examine the ways in which mentoring contributes to 'producing' the women as academic subjects of the times. My analysis of the formation of the subjectivities of the women concerned is set in the context of a political economy of contemporary higher education accompanied by the changing nature of academic work. I argue that mentoring has found support in recent years because it responds to the concerns of 'the enterprise university' with improving performance while also being seen to respond to the problem of gender inequality. The thesis is based on interviews conducted with 17 women academics who have participated in a formal mentoring program or who have been mentored informally by a colleague in their universities, six of which are discussed in detail. I use a feminist interpretive framework to analyse the discourses through which the women and I construct their accounts at interview. I also highlight the parallels between the confessional aspects of feminist research interviewing and the confessional space of the mentoring relationship itself, particularly mentoring of women by women. On the basis of this analysis, I argue that mentoring has a number of productive effects, producing particular sorts of self-regulating subjects, together with new knowledges and discourses of work and of the self. In their engagement in mentoring, the women take up a project of self-review and self-regulation. This can be understood as a biographical project of the self. It is a project that is iterative and ongoing, as the women navigate the discourses of academic work, career, gender, mothering, sexuality, social class and ethnicity, amongst others. This process is frequently fragmented and contested as the women confront the contradictions within the combined positioning of themselves and their positioning by others. Rather than try to resolve the tensions and contradictions that characterise this process, these tensions might be better explored in terms of their productive potential for disrupting the gendered work order of universities.

Thesis (doctoral)--Tartu, 2002. / Pages 183-277 (Anhang I) are samples in Latin, with German translations. Includes bibliographical references and index.

Tesis - Universidad de Madrid, 1962. / "Bibliografía de los académicos de numéro": p. [349]-379. Includes bibliographical references.

No

Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Hispánica mención Lingüística / En el presente trabajo, analizamos desde el marco de la glotopolítica los discursos metalingüísticos publicados en el Boletín de la Academia Chilena de la Lengua entre los años 1915 y 1931, período correspondiente a la reactivación de la institución. Este período es de especial relevancia por ser un momento en que la Academia Chilena busca reposicionarse en el campo cultural chileno tras un largo receso (1888-1913), y en el que ocurren cambios relevantes en el país (como lo son la emergencia de nuevos actores sociales en la vida nacional, y también el afianzamiento de proyectos modernizadores del Estado-nación chileno), al mismo tiempo que actúa con gran fuerza la corriente cultural hispanista, representada por la Real Academia Española y sus correspondientes americanas. Nuestro marco de referencia es la glotopolítica histórica, que implica estudiar los discursos metalingüísticos contenidos en el corpus identificando las ideas y valoraciones acerca del lenguaje y determinando la relación de estas con su contexto sociocultural y político. Nuestro concepto analítico central es el de ideología lingüística, que desde el punto de vista teórico destaca la materialidad, historicidad e indicialidad de las ideas lingüísticas, y desde el punto de vista metodológico recurre a herramientas tales como las ofrecidas por el análisis crítico del discurso, el análisis argumentativo y el modelo de metáforas conceptuales, entre otras. Desde estas coordenadas, aplicamos un análisis discursivo orientado al contenido de los discursos académicos publicados en la revista oficial de la Academia, el Boletín, durante el período indicado. En síntesis, concluimos que la ideología lingüística del corpus corresponde grosso modo con la ideología de la lengua estándar (ideal de corrección, modelo de lengua culto, literario y castellanizante), pero permeada tanto por el contexto específico local (afán de modernización y vínculo con el objeto discursivo “nación”) y global (ideal del Panhispanismo y unidad de la lengua). / Proyecto FONDECYT Regular 1150127

Framed as an instrumental case study, the purpose of this investigation was to examine the challenges women face and the experiences that women have as faculty members in academia. Data was collection by using a qualitative in-depth semi-structured interview methodology. The women who were chose for this research are tenured or tenure-track faculty in sport management departments at a University in the Midwest. The data analysis consisted of unitzing the data, followed by coding the data in categories and themes. Feminist standpoint theory was utilized to help understand the experiences of the female faculty. This investigation found that female tenured or tenure-track faculty had several common experiences during their academic careers. All of the women discussed the importance of the institutional and departmental climate at the University. Additionally, they examined the marginalization they had felt while teaching classes from their students. Specifically, they cited many students question their knowledge about sport because they are female. Furthermore, the participants also discussed the challenges that came from work-life conflict. Each participant discussed the impact various mentor relationships had on them throughout their academic careers. Mentoring relationships were critical to those participants that had them both as students and as current faculty members. Finally, the support mechanisms each faculty member used to benefit their career were examined, noting specifically the impact of conference attendance as both a means of professional and personal support.