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Weatherhead Doctor of Management Programs
Show moreAlthough home to 8% of the world?s population (Guarda 2002), only 1.7% of the scholarly knowledge about Latin America is produced domestically (UNESCO 2010). The limited voice of Latin American scholars in Latin American studies constitutes a loss of a valuable and unique cultural perspective which is aggravated by the fact that the research object is Latin America itself. The failure of Latin American intellectuals to claim a prominent place on the international academic stage has not been explained and cannot be attributed simply to lack of academic knowledge exposure (Alperin, Fischman et al. 2008). To address this gap in the literature, we interviewed Latin American studies scholars residing in Latin America as well those residing in the US and UK to reveal how and to what extent these scholars participate in the international academic community. Our findings show that the groups differ markedly in terms of personal vision, motivation, research agenda, scholarship focus and preferred outlets for their knowledge production. In particular, Latin American scholars identify as agents of change, motivated by a desire to solve problems and fulfill social needs in the region while scholars residing in the US and UK see themselves as experts in the field, driven by a desire to impact the knowledge about the region. Our results should be of interest to governments, universities and professional associations, hoping to facilitate the production, and dissemination of knowledge about the Latin American region.
Doctorate of Management Programs
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Show moreScholars and institutions alike are concerned with academic productivity. Scholars not only further knowledge in their professional fields, they also bring visibility and prestige to themselves and their institutions, which in turn attracts research grants and more qualified faculty and graduate students. Many studies have been done on scholar productivity; however, most of them focus on individual factors such as gender, marital status, and psychological characteristics rather than intrinsic academic factors such as scholars? academic values, institutional expectations and academic alignment between the scholar and the institution. In this study, we developed measures for the different kinds of scholarship based on Boyer?s work and extended it by adding Engaged Scholarship in Van de Ven?s work. This research focuses on how these academic factors have an effect on not just academic productivity but also the scholar?s well-being. Our results suggest that scholarship identity, academic work focus, and perceived institutional expectations significantly impact knowledge production and well-being and that this relationship is mediated by the recognition and support provided by the institution. These results have important implications for university administrators who develop, and faculty who work under policies designed to foster professional development and scholarship.
Doctorate of Management Programs
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