Early Career Academics in New Zealand: Challenges and Prospects in Comparative Perspective

Sutherland, Kathryn

doi:10.1007/978-3-319-61830-2

Cited by 19 publications

(17 citation statements)

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“…Finally, the pressure to publish in top journals described in the first sections of this paper applies equally to the global higher education community. The prestige economy of higher education journals is strong in the countries with stringent research evaluation systems, which, especially in researchintensive universities, affect academic promotion and access to resources (as shown in Whitley and Gläser 2007;Sutherland 2018;Shibayama and Baba 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Publications in top journals may determine the future of academics in one system's subsectors while being irrelevant in its other subsectors. There are substantial crossnational differences in the emphasis on using publications in such journals for hiring, promotion, and funding decisions (see Mouritzen and Opstrup 2020;Sutherland 2018;Fochler et al 2016;Bak and Kim 2019;and Lindahl 2018). And there are also differences between scientific fields, with stronger roles of elite journals in hard sciences and weaker roles in soft fields, and between more article-oriented and book-oriented subfields within the same fields, especially in social sciences and the humanities (Hammarfelt 2017).…”

Section: Elite Journals and Four Dimensions Of Academic Lifementioning

confidence: 99%

“…Consequently, while the top higher education journals are increasingly flooded with submissions, journals closer to the bottom of the "pecking order" fight to attract authors. The reason is simple: location matters for individuals (Mouritzen and Opstrup 2020), institutions (Sutherland 2018), and countries (Bak and Kim 2019;Kwiek 2020a), subject to incessant ranking and assessment procedures-not everywhere, but in many countries.…”

Section: Elite Journals and Academic Careersmentioning

confidence: 99%

“…Publications in elite journals are important, especially in national systems with competitive career structures and stringent research evaluation systems (Whitley and Gläser 2007;Sutherland 2018;Fochler et al 2016). Evaluation is commonly based on Web of Science or Scopus journal classifications as proxies of scientific quality, and in many countries new reward systems assess individual and institutional research performance based on journal prestige as well as the number of papers published.…”

Section: Elite Journals and Academic Careersmentioning

confidence: 99%

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The prestige economy of higher education journals: a quantitative approach

Kwiek

2020

High Educ

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This study addresses stratification in the global higher education research community and the changing geography of country affiliations in six elite journals. The distribution of country affiliations is analyzed from a longitudinal perspective (1996-2018), and fulltime and part-time authors in the field are contrasted. The prestige maximization model and principal-agent theory provide the theoretical framework for the study, which examines 6334 articles published in six elite journals in the context of 21,442 articles in 41 core journals. The findings indicate that about 3.3% of academics have authored at least five articles (full-timers). These authors constitute the publishing core of the research community, while the 80% who have authored one article (part-timers) constitute its periphery. Higher Education (HE) and Studies in Higher Education (SHE) emerge as elite global journals, with an increasing share of non-Anglo-Saxon authors. Previously globally invisible countries became visible almost exclusively through HE and SHE. Global trends include the diminishing role of American researchers and the increasing role of researchers from Continental Europe, East Asia, and the cluster of 66 "other" countries. The single biggest affiliation loser is the United States, which had 42.5% of country affiliations in 1996-2003 but only 26.9% in 2012-2018. This reflects both the increasing share of non-American affiliations and the increasing yearly volume of HE and SHE publications, in which US academics tend not to publish massively.

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Section: Discussionmentioning

confidence: 99%

Section: Elite Journals and Four Dimensions Of Academic Lifementioning

confidence: 99%

Section: Elite Journals and Academic Careersmentioning

confidence: 99%

Section: Elite Journals and Academic Careersmentioning

confidence: 99%

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The prestige economy of higher education journals: a quantitative approach

Kwiek

2020

High Educ

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“…In New Zealand, the Department of Education was established in 1877 to provide free and compulsory education to every citizen of school age (McMaster, 2013;Sutherland, 2018). Similarly, in Finland, in 1866, a national school system was established to make education accessible and free to all children of school age throughout the country (Zetterberg, 2017).…”

Section: Welfare Education and Neoliberal Global Influencementioning

confidence: 99%

Educational Leaders’ Views About School Culture, Climate, Leadership, And Success: A Comparative Study Of New Zealand, Finland, And Ghana

Baafi¹

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This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders.

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