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Abstract
Dark academia is a fandom-created genre that draws on campus novels and thriller murder mysteries and extrapolates its aesthetic affects from the Gothic. At the heart of dark academia is a story set in a nostalgic academic fantasy that involves murder, a close-knit group of students who are obsessed with each other and detrimentally absorbed in their intellectual pursuits. Using nostalgia theory, I argue that the genre's theme of darkness in tandem with its affects of nostalgia operate as simulacra for the anxieties experienced in academia and on campuses, specifically for its student body. Dark academia as a genre is a reaction to the political threats to the humanities education, which stands for a reification of the value of a more classical education for the love of learning. But, at the same time, while some bathe academia in a nostalgic light, others have criticized how dark academia turns a blind eye to structural issues inherent in academia for generations. However, dark academia is a contemporary genre that quickly evolves in response to those criticisms. By tracing the history of dark academia and its canon development over the years, I examine how dark academia self-critiques campus nostalgia and unveils the academy's history of violence against women and racism against people of colour.

When reading about controversial topics in economics (and I assume in other fields), it’s common to have the uncomfortable feeling that if you know what the authors argued in a previous paper, you will also know what they are arguing in the current paper. One interpretation of this pattern is that authors have biases that … Continue reading Gender, Academia, Economics
The post Gender, Academia, Economics first appeared on Conversable Economist.

The concept of moral distress is not new to nursing. As early as 1984 Jameton described moral distress as occurring when one knows the right thing to do, but institutional constraints make it nearly impossible to pursue the right course of action. Nurses may experience moral distress when confronted with chosen treatment options that they believe are not be in the best interest of the patient, and/or do not mesh with their sense of right and wrong. Although the nursing literature documents moral distress in the clinical area, it does not address moral distress in academia. Yet anecdotal evidence indicates that moral distress also occurs in academic institutions. The author begins this article by describing the experience of moral distress and suggesting that moral distress occurs not only in the clinical setting, but also in the academic setting. This is followed by a review of the literature related to moral distress in nursing education and a discussion of the seeds of moral distress in nursing education, such as dishonesty, including cheating and plagiarism; grade inflation; and incivility. The author concludes by identifying the professional implications of moral distress in nursing education.

Based on a survey of the neoconservative literature on the politicization of the academy, it is argued that while neoconservatives deplore politicization (ie, radicalization), they also have a well-defined (& essentially political) vision of what the academy should be. Their academic practice reflects this ambivalence; neoconservative scholars lead a "double life," alternating between political quiescence & combativeness. The actual levels & character of politicization on campus are discussed, & it is suggested that, although neoconservative fears of campus radicalism are overblown, these anxieties have caused neoconservatives to think seriously about the relationship between politics & academia. It is concluded that this double life has virtues of its own that are recommended to academic radicals. Modified AA

Based on the concept of entrepreneurial orientation, Jan Boehm elaborates on the relationship between dimensions of entrepreneurial orientation – such as autonomy, innovativeness, proactiveness, competitiveness, risk-taking, and interdisciplinarity and technology transfer performance of U.S. universities.

Alrededor del mundo, los programas de diseño de moda están rexaminandosus filosofías académicas de larga data con el fin de responder a distintas circunstancias.Esto incluye una industria altamente acelerada y globalizada, la demanda por parte dela industria de nuevos atributos en los graduados y una generación de estudiantes enevolución. La enseñanza del diseño de moda está tratando de hacer frente a estos retos poniendo un mayor énfasis en el "pensamiento de diseño" y en los procesos conceptuales quegenerarán diseñadores que puedan entender los contextos globales más amplios, innovaren el diseño de moda, y repensar los sistemas de negocio. Estos cambios están llevandotanto a las universidades como a la industria a replantearse el papel futuro del diseñadorde moda. Como líder en las expresiones artísticas y en la enseñanza del diseño, la Parsons New School for Design de Nueva York está cuestionando el futuro del diseñador demoda y el de la industria de la moda a través del diálogo permanente y la evolución de lafilosofía académica. Es en este contexto de cambio en el escenario académico, tanto en laformación en diseño de moda como en la Industria, y la necesidad de llevar el debate sobrela moda a contextos más amplios, que se presenta este Cuaderno. Los autores de Parsonsrepresentan a cada una de las cinco escuelas de diseño y sus artículos abordan esta problemática a través de la mirada específica de su propia disciplina. Los papers profundizanen el contexto de la moda e incluyen temáticas vinculadas a los negocios y emprendimientos, la historia, el desarrollo del estudiante, la arquitectura, la artesanía, la pedagogía y, porsupuesto, la enseñanza del diseño de moda.