Social media for academics

The controversy over Elon Musk's purchase of Twitter has caused many academics and others to withdraw from, or cancel, their subscriptions. I've struggled with what to do, recognizing that I get a lot of my early notifications on world issues through my Twitter feed. Even though I have few followers and most of my posts are ignored, I remain a Twitter subscriber for now. Interestingly enough, the only example where I get likes or reposts is if I post on Pete Buttigieg. He must have an amazingly attentive social media team!

Insider Higher Education's Ray Shroeder offered perspective on social media presence that helped me look at which platforms are worth retaining and others to consider. Some of the dispersion of academic Twitter usage is going to Mastodon but other platforms may emerge. Considering Twitter's instability, LinkedIn is apparently expanding beyond job future networking. I only sporadically use LinkedIn and, as with any social media, consistent promotion and amplification is required in order to be anything close to an influencer. The other platform he noted was Blogger, which I began using in 2005 and through which I maintain two blogs - Pursuing Leadership by Denny and this Global Student Affairs blog. My followers are few in number and it is questionable how useful my involvement is but I stick with it in order to stay contemporary.

A major question related to social media is whether my participation is about gathering information or offering my views and influencing thinking. I would love to know what you're thinking. Please let me know where you are headed in your social media. Also, let me know if you see value in any of my posts on Blogger, Twitter, or LinkedIn. My blogs were unfortunately dominated by foreign intrusion several years ago so I closed down comments. The other two platforms are still readily available for likes and comments.

Anti-corruption major and COVID protests in Chinese universities

Sixteen universities in China are rolling out a new major in anti-corruption. The new undergraduate focus is a response to "China's need for more skilled graduates to root out administrative misconduct." However, some "raised concerns about the future employability of students majoring in the topic and their retention in the public sector."

The question that immediately comes to mind is how corruption is defined and the potential that it might even include views or actions that challenge communist ideology. Reducing corruption in private and public behavior is important in all countries but how that is defined is critical.

As the focus on corruption gains traction, Chinese higher education is facing protests that mirror the national push-back on COVID restrictions. Blank sheets of paper have become the symbol of protest, due to Chinese citizens fear of reprisal for voicing their views. The implications for U.S.A. study abroad and branch programs or campuses in China are significant.

Russian education - moving toward indoctrination?

Is the new required course design for Russian higher education, "Fundamentals of Russian Statehood," just another course or an example of increasing attempts to indoctrinate? The creators of the course are stalwart Putin and state supporters. The ideological bent of the course has caused some academics to fear encroachment into academic freedom but others simply view the course as a hurdle that students will be able to circumvent through cheating and apathy. Previous attempts at state brainwashing improved "students' skill at cheating and thwarting attendance monitors," commented an alumna of Saint Petersburg State University who subsequently completed the master's program in international education at the University of Oxford.

Russia and China have both attempted to move up in the world rankings of academic institutions, primarily by supporting research and placement of academic articles in prestigious journals. The problem is that academic substance and positive student outcomes are related to a broader array of opportunity - student engagement, dialogue across difference, and critical thinking as examples. Will Russian and Chinese educators eventually recognize that the path to academic excellence isn't just in the research rankings but also the experience of students?