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Файл:English for academia = Академический английский. Учебно-методическое пособие
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ПРИЛОЖЕНИЯ
We collected and analysed more than 2,400 written comments and a
number of major themes emerged.
The comments highlighted how staff felt they had an excessive
workload and a lack of voice. Academics also highlighted a perceived
lack of senior management accountability and priority given to what
were seen as vanity projects, such as new buildings or international
campuses outside the UK. Senior management was repeatedly described
as “distant”, “uncaring” and even “inhumane”.
A large number of academics also reported that the actions of senior
managers were having a negative effect on their, and their colleagues’,
mental health.
Research culture taking toll
Many of the fi ndings from our survey echo what was also highlighted
in the latest Wellcome Trust report, What Researchers Think About
The Culture They Work In, published in January 2020. This report
specifi cally focused on the research sector, the vast majority of which
is located inside universities.
The report found that 78% of researchers think that high levels
of competition have created unkind and aggressive conditions. It
also found that 61% of researchers have witnessed bullying or
harassment and 43% have experienced it themselves. Just 37% said
they felt comfortable speaking up, with many doubting appropriate
action would be taken. And 57% of researchers that responded said
they had sought, or wanted to seek, professional help for depression
or anxiety.
Senior managers of universities have a duty of care to their staff,
but our results highlight how many academics working in universities
feel this care is absent. This must be addressed urgently, particularly
given that other research has found academics and students are
reporting more mental health problems and that many academics
feel overworked and isolated. This is important because, as centres of
learning, universities set examples for the rest of society – and happy
academics help to set the stage for happy students.
[https://theconversation.com/survey-of-academics-fi nds-widespread-feelings-of-
stress-and-overwork-130715]
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М. А . СОКОЛОВА. ENGLISH FOR ACADEMIA • АКАДЕМИЧЕСКИЙ АНГЛИЙСКИЙ
Статья 2. Many women want to pursue higher education,
but structural barriers remain. Our research offers solutions
Nayunda Andhika Sari
Pursuing master’s and doctoral degrees may help people improve
their careers and help bring about changes in society, ranging from
human rights protection, environmental conservation and gender
equality to religious, racial and cultural solidarity.
But female students with children face particular challenges in their
attempt to undertake higher education.
Research conducted in the United Arab Emirates in 2017 explains
how the dual role of student and mother has added complexities as
these women are required to balance their roles as parents, scholars
and even career women.
Our latest research last year corroborates the fi nding.
Our survey involved 406 Indonesian mothers pursuing postgraduate
education (master’s and doctorates) both at home and abroad. We
found similar challenges for these women in having to carry out tasks
as a student at the same time as being the children’s caregiver and
homemaker as expected by society.
But we also offer solutions.
The challenges facing student-mothers
The student-mother challenges are similar to those faced by female
academics or offi ce workers.
These women face time-consuming and labour-intensive academic
tasks and the responsibilities of caring for and raising children.
The tasks are even more demanding for those who pursue education
out of town or abroad, far from their support system. This refers to
support from the people closest to them such as spouses, parents,
friends or extended family members.
The lack of support can result in mental and physical exhaustion
because women still have to face masculine hegemony and patriarchy
in the higher education system.
Under this patriarchal system, female scholars face discrimination
in university jobs, placing them on an uneven playing fi eld with their
male peers.
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ПРИЛОЖЕНИЯ
The need for affordable childcare
Our fi nding highlights the importance of support systems to help a
female student who is also a mother pursue higher education.
Our respondents reported that their spouses played a strong role
in the success of their study. Their help can involve sharing childcare
responsibility or participating in the relocation.
Nevertheless, not all student mothers are accompanied by their
spouses. Thus, they encounter a daunting choice between becoming
a temporary single parent or separating from their family. Neither
option is easy.
To remedy the problems, these women can utilise childcare
services.
However, the services tend to be very costly, especially abroad. The
cost can reach up to more than Rp 10 million, or US$697, per month.
Our respondents report that most could not afford this cost as their
scholarship allowance does not cover it. These women have to resort
to using their savings or working extra hours to pay the childcare
bills as most of the respondents’ annual family income was below 100
million rupiahs.
Possible solutions
Our research recommends integrated approaches involving
universities, scholarship providers and destination countries to help
these mothers.
First, the destination universities need to ensure campus policies
and procedures are mother-friendly.
For example, while most of our participants studying overseas
reported their lecturers and supervisors were empathetic and
understood the dual role of student-mothers, those who studied in
Indonesia did not enjoy the same treatment.
Affordable and adequate childcare and mother-and-child-friendly
facilities on campus, especially in Indonesia, are considered nonexistent.
Second, scholarship providers need to cover the cost of childcare
services and include it in the allowance. This will ensure childcare
needs that are often unaffordable are met.
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М. А . СОКОЛОВА. ENGLISH FOR ACADEMIA • АКАДЕМИЧЕСКИЙ АНГЛИЙСКИЙ
Providers also need to extend the age limit for women who
experience career interruptions due to pregnancy and childbirth when
they are applying for a scholarship.
Third, destination countries need to identify the unique needs of
student-mothers, such as maternity and parental leave.
The universities, scholarship providers and destination countries’
governments also need to ensure these women can access childcare
subsidies. They need to formulate standard and inclusive policies to
reduce costs for childcare, schools and health services.
This integrated approach is central to the effort to create equality in
research, higher education and policymaking for female scholars.
The authors want to thank all PhD Mama Indonesia’s volunteers who
have contributed to the success of the research
[https://theconversation.com/many-women-want-to-pursue-higher-education-butstructural-barriers-remain-our-research-offers-solutions-175837]
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ПРИЛОЖЕНИЯ
ПРИЛОЖЕНИЕ 4
Статья 1. Four reasons you should consider adult education –
even if you’re at the start of your career
Will Curtis
Adult education has often been associated with evening classes
for older people, such as the wonderful non-formal educational
opportunities provided by organizations like the University of the
Third Age. Nevertheless, there is huge value in learning at all stages
of life, including for those in their twenties and thirties – for work,
self development, health, happiness and participation in wider
community life.
Colleges and universities provide opportunities that include short
courses, evening classes, fully online distance-programmes and workbased learning. Adults can study for pleasure, to gain a professional
development certifi cate, or to complete a full undergraduate or
postgraduate degree, or even a PhD.
Research has demonstrated the positive impact of lifelong learning.
Its transformative effects include developing critical and refl ective
skills, fostering a better understanding of our place in the world and
our relationship to others, and developing a more secure and fulfi lled
sense of wellbeing.
Despite these benefi ts, the collapse in further education funding
and the introduction of higher university tuition fees has made adult
education a noteworthy casualty of austerity. There has been a dramatic
decline in the number of adults studying in colleges and universities.
Part-time mature student participation decreased by 57% between
2010-11 and 2019-20.
However, there has been a policy shift in the last few years. The UK
government recently launched a consultation into the provision of a
lifelong loan entitlement, which would provide funding for education
to be used over the course of a lifetime.
The expansion of online learning also means there are now
considerably more opportunities to get back into study as an adult,
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М. А . СОКОЛОВА. ENGLISH FOR ACADEMIA • АКАДЕМИЧЕСКИЙ АНГЛИЙСКИЙ
especially for those looking to enhance their skills or change career
trajectories.
Here are four reasons to think about studying something new – even
if you’re at the beginning of your career.
1. The idea of a career has changed
Many of the jobs advertised today would not even have existed when
today’s 30-year-olds were in school. While the idea of a “career for life”
has not disappeared entirely, the rapid pace and scale of change means
that we are more and more likely to move around considerably during
our working lifetime. We will take more career breaks, seek more
promotional opportunities, or jump ship and start entirely afresh –
often on a number of occasions across our working lives.
While we used to think of careers in terms of stability, predictability
and incremental progression, we now understand that they can be
fractured, complex, messy and unpredictable.
Lifelong learning provides a wide variety of in-work and out-of-work
opportunities for people to develop their skills or learn new ones. It
provides varied opportunities for adults who didn’t gain qualifi cations
at school to re-enter formal education and qualify for graduate level
employment.
2. There are fi nancial incentives
The government’s plan to introduce a lifelong loan entitlement is
just one way that future learners may be able to fund their study. Other
options are already available, such as degree apprenticeships, which
allow learners to study while employed.
These relatively new courses with a salary, no course fees to pay and
blocks of learning related to employment are proving understandably
popular – especially in digital technologies, leadership, social work and
engineering.
3. Learning has become much more fl exible
The last few years have seen an increased emphasis on fl exibility,
enabling adult learners to fi t study around their work and family
commitments. The 2019 Augar Review into post-18 education in
England encouraged colleges and universities to develop provision that
enables learners to “step on” and “step off” their learning journeys – to
study when and where it suits.
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ПРИЛОЖЕНИЯ
The pandemic has driven a rapid increase in the quality and
quantity of wholly online courses. There is now a vast array of
opportunities to study from home, either through a traditional
university or via a specialist online organisation like FutureLearn
or Coursera.
Another avenue is to opt for microcredentials, which allow learners
to complete short, specifi c, work-based courses online or in person –
without the commitment of enrolling on a full three-year programme.
Moreover, the credits achieved can normally count towards a degree for
those that want to carry on studying.
4. It’s good for your wellbeing
Adult learners bring life experiences and established perspectives
with them when they start a course. Active, participatory and discursive
learning environments enable them to draw on these experiences,
contextualise and interrogate them, and learn from one another.
[https://theconversation.com/four-reasons-you-should-consider-adult-educationeven-if-youre-at-the-start-of-your-career-180643]
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М. А . СОКОЛОВА. ENGLISH FOR ACADEMIA • АКАДЕМИЧЕСКИЙ АНГЛИЙСКИЙ
Статья 2. Does hardening schools make students safer?
Elizabeth K. Anthony
The fi rst real possibility for federal fi rearms legislation in decades
has been sketched out by a bipartisan group of senators.
It comes in the wake of the May 23, 2022, school shooting in
Uvalde, Texas, in which an 18-year-old gunman killed 19 children
and two teachers before himself being killed in a gunfire exchange
with police.
Perhaps inspired by concerns that the shooter entered the school
through a door whose lock malfunctioned, and faced few other barriers
or restrictions during his attack, the bipartisan proposal would boost
both physical security measures and the number of mental health
workers in schools. It could come on top of US$1 billion in proposed
funding to hire more school counselors, nurses, social workers and
school psychologists.
Another approach popular among some politicians to increase
school safety is so-called school hardening. Hardening encompasses
a wide range of physical defenses, such as surveillance cameras,
metal detectors, door-locking systems, arming teachers and even
armed guards. In the weeks following the Uvalde shooting, support
for arming teachers and employing police offi cers in schools has been
renewed by leaders from both political parties.
The Uvalde shooting, like every school shooting, raises questions
and concerns for parents and community members about how schools
might be able to deter a prospective shooter from attacking. Sadly,
my research and the research of others fi nds that there is no way that
schools can become so secure as to prevent gun violence.
Addressing the threats
As a professor researching school safety and child trauma,
I study how environments help or hinder healthy growth and
development. School is an important environment to consider
since kids spend more than six hours at school each day with their
peers and teachers.
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ПРИЛОЖЕНИЯ
Researchers like me use the term school climate to describe the
attitudes, beliefs, values and expectations that hold together school
life, and the extent to which members of the community endorse
them. While physical security features affect students’ perceptions
of school safety, school climate and the actions of teachers and staff
also factor into feelings of safety.
School security is big business
School security has become a major industry in the United States.
Each year, more than $2.7 billion are spent on hardening schools.
But there is currently no conclusive evidence that any of these
measures prevent school shootings. In some cases, attackers have shot
out windows to enter the building or triggered fi re alarms to cause the
school’s occupants to exit. Schools’ attempts to make students safer
don’t actually do that, and cost schools money that could help increase
staff and better equip classrooms for learning.
Even inexpensive fi xes that safety professionals consider best
practices, like locking exterior doors, are of limited effectiveness. Doorlocking policies are not always enforced. Or, as in the Uvalde shooting,
the equipment meant to keep doors locked malfunctioned. All this
spending and activity may give students and teachers a false sense of
security.
Missed opportunities
School administrators feel pressure to make quick decisions about
security, often based on limited or poor information.
When they buy equipment, administrators may fall prey to the idea
that the systems are taking care of things, so the people don’t need to
prepare.
In addition, enforcing police offi cers, metal detectors and other
punitive measures at schools can increase school violence for
historically marginalized students, spur higher rates of disciplinary
action against students and reduce the availability of extracurricular
activities.
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М. А . СОКОЛОВА. ENGLISH FOR ACADEMIA • АКАДЕМИЧЕСКИЙ АНГЛИЙСКИЙ
In addition to not being effective in reducing gun violence, an
overreliance on surveillance strategies may make students feel less
safe at school. The presence of metal detectors has complicated effects
and contradictory research fi ndings. For example, metal detectors
may increase students’ feelings of fear and may also violate privacy.
At the same time, they may reduce the number of weapons brought on
campus.
Another complicated response is lockdown drills. While some
research suggests they can be effective at preventing school violence
and preparing students to respond to a range of emergency scenarios,
other research suggests these drills may confuse children and increase
fear and anxiety.
Using evidence to protect schools
Complicating the notion of hardening access to school buildings is
the fact that about half of school shootings are carried out by people
within the school community – students, alumni, staff or family
members – who would likely be allowed into the school and permitted
to pass through various security checks.
School safety is not just a physical challenge, but a psychological
one too.
A comprehensive approach to school safety actively engages
students, teachers and parents, identifi es high-risk individuals
using threat assessment techniques, and instructs teachers and
administrators to refer these students to mental health services.
Increasing school-based mental health services is a proven way
to increase school safety and promote a positive school climate, and
includes teaching students conflict management and emotional
coping skills. Research suggests that these efforts support the wellbeing of students, thereby increasing school safety. These services
can also help school communities deal with trauma in the aftermath
of violence.
Helping schools become ready to implement a comprehensive
approach is an important task. Many schools lack the fi nancial
resources to pay for those programs and services.
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