Contract cheating services are marketing to students at discipline level, using increasingly sophisticated techniques. The discipline level reach of these services has not been widely considered in the academic integrity literature. Much of the academic understanding of contract cheating is not discipline specific, but the necessary solutions to this problem may need to vary by discipline. This paper reviews current knowledge about contract cheating services at the discipline level, including summarising four studies that (...) rank the relative volume of contract cheating within different academic disciplines. The reviewed studies show high volumes of contract cheating transactions in the disciplines of Business and Computing. Examples of discipline level contract cheating research and service advertising are provided. The main contribution of the paper is an analysis of the discipline level reach by contract cheating services as seen through an analysis of Google search results from the United Kingdom. This analysis of 19 discipline groups uses measures of organic search engine results, paid results and competition. Three discipline groups are shown as currently being heavily exploited by essay mills; these are: Architecture, Building and Planning, Computer Science and Law. In addition, the discipline group of Creative Arts and Design is shown to be at risk of future exploitation. The paper recommends that academics are made aware about continual change in the contract cheating industry including the involved marketing taking place at discipline level. The paper concludes with a call to action for academia to develop discipline specific solutions to contract cheating. (shrink)

Contemporary mainstream economics cannot be seen as disconnected from philosophical concerns. On the contrary, it should be understood as a defence for a specific philosophy, namely, crude quantitative hedonism where money would measure pleasure and pain. Disguised among a great mathematical apparatus involving utility functions, supply, and demand, lies a specific hedonist philosophy that every year is lectured to thousands of economic and business students around the world. This hedonist philosophy is much less sophisticated than that in ancient hedonist philosophers (...) as Epicurus or Lucretius. Furthermore, it does not solve any of the systematic difficulties regularly faced by hedonist philosophy. However, the argument that economics is detached from philosophy works as a rhetorical artifice to protect its dominant underlying philosophy: Philosophical disputes would have to be addressed within the biased mathematical apparatus of quantitative hedonism. Economists and business students must learn to identify the underlying philosophy in mainstream economics and alternative philosophical systems. (shrink)

Richard Rorty notoriously maintained that philosophy is not an academic discipline. He thought that the only viable candidate for philosophy to be an academic discipline—where philosophy consists in a collection of permanent, pure topics—depends on a Cartesian conceptual framework. Once we overcome this framework, he maintained, there will be nothing left to be the distinct subject matter of philosophy. This article argues that there is a conception of philosophy that can be an academic discipline, (...) even if we take Rorty's challenge seriously. It remains even if we overcome the Cartesian conceptual framework. In the end the article goes beyond Rorty's challenge and considers two further criteria for philosophy to be an academic discipline: that it have a distinct method, and that it be able to be done for the public good. The article argues that philosophy can fulfill these two criteria, and therefore that it can be an academic discipline. (shrink)

Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received considerably less attention. MacIntyre himself recognised that for teachers to be understood as being part of the discipline they teach, a broader definition of what is meant (...) by ‘discipline’ would be required. In order to achieve this, it is necessary to make a distinction between a ‘discipline’ and a ‘profession’ and not to conflate the practice of the discipline with the practice of professional academics. Such a distinction makes it possible to argue that teachers are engaged in the practice of the discipline they teach. As recent developments in social epistemology and the sociology of knowledge have suggested, it is indeed not just possible, but arguably necessary, to understand teachers in these terms. In seeking to understand what it means to be a teacher, there is thus much to be gained from further reflection as to the relationship between a teacher and his or her academic discipline. The reconsideration of this relationship might well cause us to challenge the idea that teaching is a form of generic activity. (shrink)

This paper analyses the interrelations between academic disciplines and society beyond academia by the case of sociology in Norway. For that purpose, this paper introduces the concept of disciplines’ societal territories, which refer to bounded societal spaces that are shaped by the knowledge of a discipline, premised on the linkages between the discipline and its audience. By mapping sociologists’ reported contributions to societal changes beyond academia, the paper firstly shows how societal territories are established by sociologists’ recurring (...) engagement with certain topics and research users. Secondly, it traces the interactions between researchers and their users, and identifies four ideal typical pathways by which the cognitive territory of Norwegian sociology is transformed into societal territories. A key observation is that the establishment of societal territories is co-determined by the structures of research use among its audience. As for the case of sociology in Norway, questions therefore arise over the interdependency between sociologists as knowledge ‘suppliers’ and the ‘demand side’ for research, and the autonomy of the sociological discipline in selecting its focus of attention. (shrink)

Cooper, Austin Christian Spirituality can be approached from numerous points on the theological compass: Sacred Scripture is an obvious source, but so are almost any of the theological disciplines. This paper will be concerned with it as emanating from Church History.

This essay examines the growing concerns about disciplinary narrowing occurring in agricultural research and the prospects of ameliorating the detrimental effects of disciplinary compartmentalization while capitalizing on its positive effects. The general model for agricultural science is that disciplinary groupings set the logic and standards for research; the disciplinary sciences are set in a hierarchical arrangement which allows communication from the relevant basic sciences through applied research into technology development and use and problem-solving. But agricultural research throughout most of its (...) history has been goal-oriented and, therefore, is subject to ethical judgements of its worth and consequences. Also, strategic aspects of agricultural research have been subject to the evaluations and criticisms of both scientists and critics with differing interests at stake. Goals can change and organizations can be set to enable multidisciplinary and interdisciplinary research, but both goals and organizations come up against values associated with the disciplinary quality of the research, the social setting of academic science, the competition for resources, and the scientific reward system. However, there are changes underway in the agricultural scientific community which may recast the impacts of disciplinary structuring: (1) changes in the disciplinary components of subject areas and departments, (2) evolution and introductions of integrative and systems sciences into the system, (3) infusion of the same new powerful tools into most of the sciences, and (4) increased networking among scientists of different disciplines. Given that scientists' values and personalities intrude in agricultural science and research strategies, the future of agricultural research may rest on the scientists' intellectual vision and philosophical awareness that go beyond the expected disciplinary limits. (shrink)

This is a revised version of a paper delivered in the Faculty of Divinity, University of Cambridge, Cambridge, on February 5th, 1998, under the auspices of the North Atlantic Missiology Project, co-ordinated by the University of Cambridge and financed by the Pew Charitable Trusts. The opinions expressed in this paper are those of the author and do not necessarily reflect the views of the Pew Charitable Trusts. Additionally, this paper was delivered in the Oxford Centre for Mission Studies, Oxford, at (...) February 6th, 1998. (shrink)

The author argues that bioethics ought properly to be regarded "both" as a consulting profession that counsels health practitioners in dealing with the individual problems they face "and" as an academic discipline that defines problem areas on its own and includes attention to the institutional and social aspects of health care. The argument is conducted by means of a brief history of bioethics and comparison of its development with that of history of medicine and sociology of medicine. Several (...) examples of the social issues in bioethics are examined. (shrink)

Recalling several profound disagreements about business ethics as it is currently discussed in Western societies, I emphasize the need for business ethics as an academic discipline that constitutes the “backbone” for both teaching business ethics and improving business practice (section 1). Then I outline a conceptual framework of business ethics that promotes a “bottom-up” approach (section 2). This “problem-and action-oriented” conception appears to be fruitful in terms of both practical relevance and theoretical understanding. Finally, I argue for (section (...) 3) the relevance of discussing goals at all levels of human action (i.e., individuals, organizations, systems) as well as the indispensability of human rights, and propose Amartya Sen's “goal-rights-system” approach as a normative-ethical framework for business ethics that integrates these two fundamental aspects. (shrink)

This book is comprised of a number of articles written by women on the impact of feminism on academic disciplines. Fundamental to feminism is the premise that women have been 'left out' of codified knowledge, so that the world has been explained in terms of men but not women. The contributors explore not only how this happened but why. They document, discipline by discipline, the gain that feminism has made in establishing alternative processes and alternative knowledge and (...) the effect these are having in modifying the academic curriculum. (shrink)

Foreign Language Enjoyment plays a facilitative role in FL learning and its contributing factors have been the object of scholarly attention in the Positive Psychology approach to second language acquisition. The present study examined the predictive effects of gender and academic discipline on overall FLE and each of its subcomponents in a specific Chinese EFL context. Statistical analyses based on a sample of 1,718 high school students showed that: female students scored significantly higher in overall FLE, FLE-Private, and (...) FLE-Atmosphere than their male counterparts, but no significant difference was found in their FLE-Teacher; students of Humanities and Social Sciences scored significantly higher in overall FLE, FLE-Teacher and FLE-Atmosphere than students of Natural Science, though no significant difference was identified for FLE-Private. Reasons for the statistical variations and their implications were also discussed. (shrink)

This article is concerned with interactions between the natural and the human sciences. It examines a specific late 19th-century episode in their relationship and argues that the schism between the two branches of knowledge was due to cognitive factors, but consolidated through the social dynamics of institutionalized disciplines. It contends that the assignment of a social function to the human sciences to compensate for the self-destructive tendencies inherent in the technological society was expressed even by those, at the end of (...) the 19th century, who were fervent advocates of a science- and technology-driven modernization. (shrink)

Consciousness-based education and Maharishi Vedic science -- Consciousness-based education and education -- Consciousness-based education and physiology and health -- Consciousness-based education and physics -- Consciousness-based education and mathematics -- Consciousness-based education and literature -- Consciousness-based education and art -- Consciousness-based education and management -- Consciousness-based education and government -- Consciousness-based education and computer science -- Consciousness-based education and sustainability -- Consciousness-based education and world peace.

This article aims to present the past and present state and future possibilities of philosophy of education as an academic discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes philosophy of education as consisting of the approaches that have emerged in its history. It has come to Turkey as a part of the modernization of education. It seems that during the Republican era in Turkey before World War II, (...) mainly due to the dominance of the German conception of educational studies, the pedagogy and the history of pedagogy courses and the textbooks for them, which were central to the curricula of teacher training schools, contained the subjects of philosophy of education in its continental form; and after World War II philosophy of education is mostly understood, primarily due to Turkey’s changing international relations and the spread of American influence, as the isms and the doctrines approaches as found in the USA between the 1940s and 1960s, while other approaches in the field have been less influential. The article identifies how the restructuring of the teacher training system and the curricula of Faculties of Education in 1998 was a serious blow to the discipline, since it excluded philosophy of education from the curricula of teacher preparation schools, and the flourishing discipline thus lost its hold and importance in the undergraduate programs, and then in graduate programs. But the 2006 revision of the curricula has given a kiss of life to the discipline. There are reasons to think that it can recover in the coming period. (shrink)

This study investigated the associations between academic dishonesty, perceptions toward cheating and academic self-handicapping in 572 Greek University students using an online anonymous questionnaire. Latent profile analysis (LPA) was employed to form subgroups of students based on academic dishonesty – related constructs. The results showed that academic dishonesty was higher in males and among Sciences and Economics/ICT majors, and that it was associated with students’ perceptions and a pattern of dysfunctional academic behavior. Moreover, students majoring (...) in Science and Economics/ICT reported higher levels of witnessing a peer cheating, which was positively linked to academic dishonesty. LPA revealed three groups of students with low, medium, and high academic dishonesty-related variable scores. The implications of these findings for understanding how perceptions about cheating and academic self-handicapping are linked to academic dishonesty are discussed. The study also suggests some possible interventions to prevent and reduce academic dishonesty based on the emerged student profiles. (shrink)

Interdisciplinarity is often framed as crucial for addressing the complex problems of contemporary society and for achieving new levels of innovation. But while science policy and institutions have provided a variety of incentives for stimulating interdisciplinary work throughout Europe, there is also growing evidence that some aspects of the academic system do not necessarily reward interdisciplinary work. In this study, we explore how mid-career researchers in an environmental science research center in Sweden relate to and handle the distinct forms (...) of uncertainty that arise from conflicting institutional and policy impulses. Our material suggests that interdisciplinary academics are often confronted with and at times themselves operate with a surprisingly dichotomous, value-laden view of their research practice. Disciplinarity is primarily associated with the ideals of scientific rigor, while interdisciplinarity becomes conflated with application-oriented work and a lack of ‘theory.’ We also draw attention to the underlying practical dynamics that reproduce this tension and entangle it with the very process of academic socialization. Specifically, we analyze the ambivalent consequences of the various work-arounds that researchers rely on to carve out opportunities for ongoing interdisciplinary research within heterogeneous funding landscapes. These tactics turn out to be undermined by the overriding normative power of formal career incentives at universities, which continue to emphasize the ideals of the individual high-performing academic who publishes in disciplinary journals and attracts the most selective grants. Under such circumstances, the work-arounds themselves become an insidious mechanism that allows researchers to stay in academia but systematically marginalizes their voices and epistemic ambitions in the process. (shrink)

At the intersection of science studies and higher education research, this contribution looks at the way in which the requirements of universities as organizations release development dynamics in academic disciplines and it analyses the interaction between discipline and organization. We will analyse German educational science, bearing in mind it is an example of disciplines that are fractured and consequently have little consensus in terms of fundamental theories and basic concepts. Firstly, we take on a quantitative approach and analyse (...) the changes in degree courses at the structural level and the symbolic boundaries or conceptual distinctions following the transition to the Bachelor and Master system. Secondly, we take a close look at the negotiating processes and practices, as well as at the disciplinary orientations that determine these boundary shifts, using a qualitative approach that focuses on the actors. In group discussions with representatives of the German educational science at different universities it stood out that actors involved in course design are compelled to find an equilibrium between the demands of the discipline and those of the organization, and do so in very different ways. Finally, we discuss the extent to which close interaction between higher education reforms and academic disciplines can be figured out, particularly for disciplines seen as fractured and which do not have consensual common disciplinary standards. (shrink)

Tourism literature has shown there is a disagreement amongst academics conducting tourism research as to whether tourism is an academic community, academic study, and/or academic discipline. These three terms are used loosely and change in meaning depending upon the author, source, context, and discipline of the author(s). The following paper identifies tourism’s current position in academia using these three ideas of academic acceptance as tools to guide the discussion. Also guiding the discussion are ideas (...) from tourism scholars and Kuhn’s ideas of what constitutes a discipline. The discussion leads to a debate about “truths” in tourism research. Recommendations regarding the advancement of tourism in academia via theory construction in the academic field of tourism are presented. (shrink)

In terms of its academic status, Marxism is the most important and unique research field in contemporary Chinese humanities and social sciences. And with respect to its role, Marxism has an incompa...