Public engagement: Faculty lived experiences and perspectives underscore barriers and a changing culture in academia.
Public engagement: Faculty lived experiences and perspectives underscore barriers and a changing culture in academia.
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DOI：
10.1371/journal.pone.0269949
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发表时间：
2022
期刊：
影响因子：
3.7
通讯作者：
中科院分区：
文献类型：
--
作者：
教师与不同的公众进行有意义的对话，而不是简单地将他们的研究传达给感兴趣的观众，这一想法已经逐渐从一个新颖的概念演变为学院大部分地区的支柱。鉴于各种各样的公众参与模式，这可能是不足为奇的，我们仍然缺乏一个全面和细粒度的了解影响教师愿意与公众接触的因素。定量调查依赖于预先确定的类别来评估学者的参与意愿，但并不总是能捕捉到这些细微差别。虽然封闭式类别有助于研究哪些因素比其他因素更能影响参与意愿，但预先确定的类别不太可能全面代表破坏或鼓励参与的因素范围，包括感知影响，制度障碍和学者的生活经验。为了深入了解这些个人观点和生活经验，我们与美国中西部一所大型赠地大学的教职员工进行了焦点小组讨论。我们的研究结果为以前的公众参与研究提供了背景，并为未来的研究提出了四个主题。这些主题肯定了与公众接触的体制障碍的持续存在，特别是对终身教职人员晋升过程的期望。然而，我们也发现了一种看法，即初级教师和研究生正在通过引入对公众参与的新一轮关注来挑战现状。这一发现表明，通过初级教师和研究生的“涓滴”效应，期待机构的支持，公众参与。我们的研究结果强调，需要考虑自上而下的因素，如机构的期望和自下而上的因素，如研究生的兴趣塑造教师的决定，参与公众参与活动。
The idea of faculty engaging in meaningful dialogue with different publics instead of simply communicating their research to interested audiences has gradually morphed from a novel concept to a mainstay within most parts of the academy. Given the wide variety of public engagement modalities, it may be unsurprising that we still lack a comprehensive and granular understanding of factors that influence faculty willingness to engage with public audiences. Those nuances are not always captured by quantitative surveys that rely on pre-determined categories to assess scholars’ willingness to engage. While closed-ended categories are useful to examine which factors influence the willingness to engage more than others, it is unlikely that pre-determined categories comprehensively represent the range of factors that undermine or encourage engagement, including perceptual influences, institutional barriers, and scholars’ lived experiences. To gain insight into these individual perspectives and lived experiences, we conducted focus group discussions with faculty members at a large midwestern land-grant university in the United States. Our findings provide context to previous studies of public engagement and suggest four themes for future research. These themes affirm the persistence of institutional barriers to engaging with the public, particularly the expectations in the promotion process for tenure-track faculty. However, we also find a perception that junior faculty and graduate students are challenging the status quo by introducing a new wave of attention to public engagement. This finding suggests a “trickle-up” effect through junior faculty and graduate students expecting institutional support for public engagement. Our findings highlight the need to consider how both top-down factors such as institutional expectations and bottom-up factors such as graduate student interest shape faculty members’ decisions to participate in public engagement activities.
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