Emotional masking and spill-outs in the neoliberalized university: a feminist geographic perspective on mentorship

This paper addresses the emotional dimensions of academic mentorship from a student mentee perspective and contributes to an emerging literature on geographies of emotion in higher education. It presents a pedagogical practice of self-reflexive co-mentorship – self-peer-ceptive feminist mentoring – and deploys it methodologically to analyze three biographical narratives. From different student mentee vantage points, these narratives reveal how the scales of the body, the family, and the nation are interwoven within the geopolitical and manifest within mentoring relationships. We argue that self-peer-ceptive feminist mentorship allows people at different academic career stages to share personal experiences of navigating the academy as a means to challenge institutional systems of power. Our argument answers three questions: How and why do we express and manage our emotions in mentoring relationships? What spatial scales are invoked through our emotional experiences and with what implications? How are different power structures embedded in the requirements, practices, successes, and failures of emotional management? Our discussion highlights how emotional masking and spill-outs are tools to navigate the emotional terrain of the neoliberalized academy. We conclude that self-peer-ceptive feminist mentoring can unsettle the structural hierarchies that require a “masking” of feelings for the sake of professional distance.     

Academic Perceptions of University-Firm Technology Transfer

Why do some academics engage in technology transfer activities while others do not? What facilitates technology transfer? What inhibits it? This paper attempts to answer these questions from the vantage point of academic researchers. After briefly reviewing some pertinent literature, findings from a survey of academic researchers in the nation's top 100 research universities are presented. An assessment is made of academic researchers' technology transfer activities and of attributes that differentiate researchers who engage in technology transfer from their non-participating colleagues. Conclusions are drawn regarding the barriers and facilitators of university technology transfer to industry.     

Migration and adaptation of popular Balladry in the US Appalachian region

Scottish ballads were carried to isolated hamlets in the Appalachian Mountains of North America through successive waves of migration in the 17th and 18th centuries. The cultural diffusion of ballad singing underwent divergence as the songs were transmitted orally. Place names, local festivals, and current events were especially plastic components of this process. In the beginning of the 20th century, the intrusion of the radio and rural disturbances brought about by the coal industry functioned as barriers to cultural transmission of the ballads. Even so, songs were kept alive as evidenced by the metamorphosis of My Boy Tammie into Billy Boy and the more recent resurrection of The Elfin Knight into popular culture as Scarborough Fair by Simon and Garfunkel. The relationship between orality and literacy is multi‐faceted and difficult to categorise and evaluate.