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Anybody is one recording? Yeah, I don't have a long. And this is the first one of the last day.

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We have 4 presentations. One presenter is not able to make it and was not able to load online a presentation because they thought they would be present.

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And we have 3 in-person presenters. Just acknowledgement of country on behalf of everyone gathered I pay respect to the spirit of country here in Naom where we are meeting.

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I acknowledge the past and present cooler nation, Rodrund Diree, Walarang as a sovereign people here.

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The cultural knowledge holders who maintain and promote the numb Aboriginal law, customs and custodianship responsibilities for country and the people that country continues to sustain generation after generation into the future for all of us.

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I recognize the important contribution that First Nations thinkers have made to sociology, including challenges to our dominant ways of thinking.

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We thank all First Nations delegates in the room today for their contributions to knowledge and the discipline. So I think we can Move ahead with our first presenter.

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But you'll just get up for us.

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Which is Harold talking on, He'll tell us. Professional ethics, responsibility, or duty, a topic that's come up a bit before.

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To Okay. Good morning. Yes, I'm presenting. Exploratory study on professional ethics or on terms I would like to clarify.

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So, it's about professional ethics and my just so to go back II would like to go back.

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I would like to read the full titles. I would like to read the full titles. Professional ethics. Professional ethics, responsibility, accountability or duty.

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Classification of terms and research in the field of professional altruism. Professional altruism I refer to the work by Parsons and research in a field of professional altruism.

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With professional altruism I refer to a field of professional altruism. With professional altruism I refer to the work by Parsons and very often the altruism I refer to the work by Parsons and very often the altruism is said to be a characteristic of professionalism and very often the altruism is said to be a characteristic of professionalism or professions

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and it is said to be a characteristic of professionalism or professions and it is attributed to Parsons in particular to his introduction to professionalism or professions and it is attributed to Parsons in particular to his introduction to professions.

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The definition was a full fledged profession must have some institutional means of making sure that such professional competence will be put to socially responsible uses.

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For me, I the starting point. Was the paper by Andrea Abbott on professional ethics in 1,983 he focused on the use and establishment of code of ethics but I would also like to draw your attention to a lot of papers and books appeared after that time or in meanwhile one is really

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of want to show you it's the book by Mitchell and Dream on professional responsibility and they focus on social values, less on the code of ethics.

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My presentation today is part of a So to say long term personal project on responsibility. I am trying to, how to say to use Weber's ethics of responsibility as a framework to develop.

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Ethics of responsibility as a framework for professional ethics already presented in Yokohama in Toronto and now I'm here.

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My my aim is to I'm almost I've almost completed my my paper and so I want to say now to clarify some terms just to check here.

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If I'm right so one question will be is it still altruism that is in discourse on the ethics of the professions and what about codes of ethics, values as possibilities and so on.

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So I will show you my method when some I call them pre-plumetric results because it's still exploratory.

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I will tell you why. My present hand side in a the attempt to distinct responsibility and accountability.

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So the method method is based on Google's color. But first what I wanted to do was a diplomatic co-board analysis and I had the budget to do that when I wrote the abstract but there was a budget cut in my university.

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And the purchase is still frozen so I had to do something else. Perhaps I will get my budget back.

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And the period I'm covering is, 1,983, not the paper of Andrea, but appeared in 2,020.

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Okay, what I did you see the masks I entered terms in packets. I can explain that if you're interested why.

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So professional ethics and so if I had done a covert analysis you see a picture in the hereby by channel at all it's just to see how concepts are associated.

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So you get that visualised and it's an established tool but it's very yeah you need a lot of computing.

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Okay, now I did a pretty study with Google's scholar and if you enter professional ethics and let's say I'll twism you do not get on the articles from sociology but that's from the whole.

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Whole fields, it also includes nursing, education, accounting, computing, yes, a long list. Okay.

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What are the results? What about professional ethics? At the time of the concept, in 1,983 they had about 1,000 a bit more than 1,000 new entries or articles on listed articles on professional ethics.

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You see that coup steadily been now in 2,021 we have more than 15,500 new articles there's always new articles.

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It's not cumulative. That makes a growth rate of times 15. You will see I've calculated adjusted corporate.

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13. And what about altruism? So it's, it, the comfort is almost the same.

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I'm from statistics and now it tries not to say to to cheat you with statistics or it's the same same kind of measure.

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So you see we have from 22 new artists in 1,983 to 721 it's time 17 their chest itself is almost the same.

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So we can say, Yes, altarism remains a topic. You also see in comparison the growth of the database Google's color is using, so that's the coffers from more than 1 million to more than for 5 million.

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So the the rates of the topics I'm presenting are higher than the growth rate of the day complete database.

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So it's a topic. What about the other topics? So these are to say the the percentages of, topics.

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You find if you If you search for professional ethics, so professional ethics and so I altruism is about 5% of all the entries when you have oath misconduct for you.

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I forgot fedition, but it's the same like altruism so about the same misconduct social responsibility, the same.

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Misconducts, social responsibility, discretion, liability. And the field of view we are over 10% when norms accountability, code of ethics but now we You have, a right, a percentage over 20% standards.

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Responsibility. Yeah, yeah, over 30% and the top topics are risks, risk and values.

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Just to show you I will come back on that slide later.

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So now a bit about the growth rates. That's also interesting. So these are adjusted, if you're interested, why I can tell you later.

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I just compared not single years. I just compared not single years but the average of 3 years. I just compared not single years but the average of 3 years.

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So we have So to say a set of topics that Who as a group so to say this is altruism responsibility professional ethics standards Code of Ethics, this is one group.

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But we have a star rising star. The rising star is the topic social responsibility. So that's the topic social responsibility.

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So that's the topic social responsibility. So that's go by more than 30 times what's really beyond all other curve rates.

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So, I'm almost coming to the end.

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Yes, I want to present you or I want my conclusion is an attempt to distinguish between responsibility and accountability because time ago I was asked what is the difference.

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It's not always clear. So both represent a reference to duties and obligations. And if you follow a, how to say the main line of literature started in the 1,900 thirtys a bit focus on organizational research but and law forms but not only started in the studies so the reference the difference is that by responsibility you have a

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more it's a more subjective make them more as subjective reference to a Judith obligation and with accountability a more objective one so you have norms and clear to your context so this is the or to say the main view on the difference.

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So if you have this view you would also expect that the topics of responsibility and accountability are roughly equally distributed because they are so to say 2 sides of the same coin.

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It's to say I divide between should be a divide between these topics but That's not what the data tell.

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So if I calculated, so to say, probability of transition. So if one is talking about one team, how What is the probability?

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That another team is involved. Another topic is involved. If you are talking about professional ethics in papers.

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So that are the data I've presented. The about 30 more than 30% of the papers also speak of responsibility at more than 15% speak also about accountability.

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This is a bit changing. I if you have smaller accountability. This is a bit changing. I think also about accountability. This is a bit changing.

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If you have smaller and more recent samples when this possibility goes up to 50% and more recent samples when this possibility goes up to 50% and accountability 20 and somewhat more than 30%.

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So, But if a paper is about if a paper is on responsibility, this Hey, probability of less than 40% when it's also about a accountability.

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But on the other hand, if it's about accountability, there is a high percent of more than a high percentage a higher probability of more than 80%.

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Yes, that is also about responsibility. So. I would propose, so I've come to my proposal, that's the hypothesis I will use for my covert analysis.

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So I would say it's not about subjective. Have a subjective preference on the one hand and a objective for the other hand, the difference about a general, perhaps in a specific preference.

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So I can't explain everything I'm presenting here because it's not only not only based on the data but it's also based on the data but it's also based on the data but it's also based on my own work.

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So I would say responsibility is a general reference to you just an obligation. In particular in risk context you know it's that's a topic and we've a potential of conflict or values.

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So you know that's always also a hot topic. On the other hand, accountability is a more specific reference to duties and obligations very often in an organizational context but also the literature very often is focused on and where often with specific and defined norms are not.

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A clear and open conflict of religion has to be solved. So. And the last remark, social responsibility seems to be a modern version of professional altruism, I haven't the data in but it's highly correlated to altruism the 2 topics if you speak of altruism you also speak of responsibility or social responsibility and the other way

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around. So there seems I high-level correlation and it seems to be a bit more a modern version and this seems to be a bit more a modern version and this to say this connection is by far stronger than the connection is by far stronger than the connection of the term, to say this connection is by far stronger than the connection of the

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term is by far stronger than the connection of the term altar into any other terms in the database I have. Yes.

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So my conclusion, last page. Professional ethnic is still about altruism and code of ethics.

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It's It's, they are still also hard topics. But more important are risk and values.

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And where I could tell by his values to us to this distinguish responsibility and accountability and does put at least be careful when using Google's color for quantitative analysis.

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So thank you very much. That's it. Can we ask a couple of questions now? We'll do all the presentations and then we will, yeah, open it up for discussion.

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Right, so our next presenter. Is Just in a chair is Duncan who's going to be asking I'll be paying chicken little with a counting profession.

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Next, yeah. Right. Hi. To over again for the masses.

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Lots of us here. Yeah, look. This was a bit of a paper that came from my earlier work and then I've conflated 2 different surveys together.

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Right, put that on to the side. Is it hide or? Actually look sorry about, our requests for then.

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Sorry? I'm used to the mouse. I will hide this. However, we can actually lose all of it.

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Doesn't wanna work. Okay. So.

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There's no mouse, sorry. Yeah, that's right. The 2 bigger, or 3 big accounting firms have got into strife so KPMG was fine 50 million for cheating.

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Across from the US regulators. Compulsory exams. EY was just recently fined 100 million for employees cheating in exams.

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And now we've got in Australia a number of cases and PWC, one of the partners there, signed confidentiality agreements with the government to help them design shutting down of tax loopholes and then he shared the information with 63 of his other partners who were then selling the bits of the information to help their clients counter the

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new legislation that was being brought in. Australian Federal Police are now involved in it. PWC is going to be interested if they survive in Australia.

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Because they've now sold their assurance which is worth not quite 550 million. To a for one dollars to another company and PWC has now been banned from doing any government work for the next 3 years while they were investigated even further.

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This would have been going on for 5 years with no one knowing. So ethics is a big thing.

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So the other part about this accounting education is hugely criticised and critiqued as not being changed in the last 40 years.

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And if you look at all the accounting degrees in Australia and New Zealand, they are all basically all the same.

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There is no real difference between them. Which is sort of interesting and then it's a huge cash cow.

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For. So there is that asternable under the does higher education teach students to think critically an OECD study came out in 2,022 basically says no we are failing to do this and there is a discernible gap and more and more employees, employers are moving away from employing people with degrees across the globe because in

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business well because they're not getting appropriate qualifications or ability to think and all the other associated issues with problem solving analytical reasoning.

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If we also look at the CLA schools from this, most of the other disciplines did okay, but the lowest in proficiency is business.

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And agriculture. So business juice and they actually found literacy on average was coming out at Literature Level 3 which is basically being able to survive in society, not actually performing up at a professional level.

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And business schools was one of the worst in it.

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If we ask employers about graduates in the business world, only 4% of practitioners support the view that graduates are immediately ready for the workforce.

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And that's pretty a big indictment really from from academia and how bad we are. And we should add innovation in the curriculum, 94% of practitioners say we do.

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As I said before, in account degrees are all the same and there isn't any innovation in the curriculum.

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Part of my study was to ask senior practitioners what they thought. Graduates lack soft skills.

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Especially communication, critical thinking and team working skills. And we know most students ate team work at universities.

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There's a lack of business acumen. They might know their discipline, but they don't understand and cross it so accountants can't talk to lawyers or marketing in different aspects.

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There's a lack of strategic thinking. Recent graduates expect to be a partner with an 18 to 24 months, which is most of us who know that's most every 10 years down the track.

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And they had the inability to link strategy to other things like strategic or finance decisions. If we ask the Yangtze and CPAs what they think, this is the ones that have been most probably 2 years postgrad out in the workforce.

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We're okay on the technical staff of taxation and accounting. Double entry. They are actually asking us to make the exams harder.

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We complained briefly at university the exams are too hard, but once throughout we realized they weren't hard enough.

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We don't have business acumen. We have been taught in a silo or modulatic way of thinking.

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We've given students 20 min to present at university. Where in fact they only get 30 s to a minute walking down the corridor to talk to their boss so we aren't prepared for the reality of the workforce at all.

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We have the Milo's silo modulatic thinking. Weaken strategic thinking. Weaken soft skills.

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So one study that was done back in 2,008 asked employers and students the same 20 things what are the important things that you has an attribute and on the first the column on the left employers they listed one to 10 but if you look at what the students listed Their number one was what employers were number 10.

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So there's a total disjoint between what graduates think they need to have in the workplace with what employers are looking for.

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And so that's a real problem. And since this study there really hasn't been a change in how we teach accounting.

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So there is a big shift in education to building transferable professional skills and we know accounting graduates. Will have a different occupation usually within 5 to 7 years.

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They'll either become a manager or leave accounting and go and run their own businesses or doing different things.

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And with AI affecting auditing of course there are less and less jobs available for graduates because they traditionally 80% of them went into auditing.

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So it's changing the world. So, my question really is, are academics in the entertainment industry or in the education industry?

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And I think at the present modern world we are in the entertainment industry. Cause we're not doing it.

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So the UTL, 2,007 meta analysis of 75 years of research, showed or articles that are in produced showed that presently there is no evidence supporting this widespread belief that students learn more from professors who receive higher student evaluations.

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If anything, the latest large samples say it's the opposite. And we know that you either if you go to keeping students happy you keep your job but if you actually teach for employability, graduation and preparing you for the next unit or the next year you actually get fired or terminated from your employment at a university and that's certainly happening in Australia and New

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Zealand. So coming back to my criteria was professions. Today I want to focus on the first read, the ability to perform, which is expert knowledge, education requirements, reasoning and judgment.

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So you expect knowledge from accountants and this was 5,600 accounts around the globe answered this.

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It was surprisingly that the first one on the left, the profession is founded on scholarly and systematic pedagogy is relatively weak in accounting.

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Peer review as OK, specialisation was okay, but I think the first on the left is the important one.

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And if we then looked at advanced educational requirements, the lower one, the middle one, yellow, importance of postgraduate studies is not that important in accounting because you can do accounting if you've got a 3 year bachelor's degree.

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And so most most practitioners out there have that or they have a diploma during the older group.

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But what was really interesting was reasoning and judgment got quite tight.

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And the degree of difficulty for a person outside the profession. With the different one. So then I looked at the survey comments and a lot of comments was about practitioners complaining about the inability of students to think or graduates to think critically interpret facts and they believe are counting education has to change.

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So I came back to the Culture of Education by Bruna and is the American guru.

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And obviously you can't understand tools without putting them into content. The black, the bold one in the middle.

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How the hand works cannot fully be understood without considering the tools of the hand users. And if we apply that to computers.

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That's a big problem because a lot of graduates have used computers to do all their information and accounting but when you ask them to explain what it actually means, they have no idea.

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That the computers saved me. So I see there's a misinterpretation at universities between CLOs, ULOs, AKUF.

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So CLOs are the course of the program learning outcomes. The ULOs are the unit learning outcomes.

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A QF is the Australian qualifications framework or New Zealand qualification framework and most countries have this, West Australia, UK all have them.

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I looked at blooms as just as a starting point to consider this and then looked at assessments and there was a disconnect across most of these.

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So, here's a 4 year degree that we actually considered the unit learning outcomes against blooms.

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So attainment and knowledge is what you really should be at secondary school. Understanding your content should be maybe certificate diploma.

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But graduates by the time they get to their third and fourth year should be up into ability to critically analyze, evaluate in a bigger content, create new ways of doing things.

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An actual fact it's the opposite of what we should be getting.

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If we look at the HUF, the Australian qualification framework actually says knowledge is one of the key aspects.

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Skills is the second but more importantly is the application of knowledge and skills. But here we see over a 4 year process.

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We're actually very rarely getting into application. In this particular 4 year degree program. This was a business through.

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When actual effect should be really inverted the other way. Everything should be up an application. You know, knowledge and skills should be a given.

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That are not. If we conflate them to an average for the 4 years, it really stands out that there's a real problem.

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And I've done this over 3 different degree programs at 3 universities in Australia. And it shows up basically the same.

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When you interpret. But what I find is that when they come to the students doing their assessments, a lot of the assessments are actually application.

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But in fact, the university could be penalised and struck off for doing this because it's not what the unit learning outcome says the student should be doing because it says understand, apply or skill but it doesn't actually ask for application.

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So my argument is Albert Einstein is very good at this. Insanity is doing the same thing over and over again expecting the same outcome.

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So for 40 years we've done the same thing and we expect things to change.

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So this was the survey I did at one Australian university and captured 3.5,000 students of which I could use 3,000 just over 3,000.

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So across the different disciplines a reasonable number. Education was a pretty big group. And same was nursing and midwifery.

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So what we found under blooms and remembering that undergrad by the time they finish the undergrad they should be up on the top 3 levels analysing, evaluating especially, like if they're really good they might be in creating.

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But we found that 38% are in the bottom 2. Which is basically like school. They haven't actually shifted up at all.

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31% just think application of content knowledge is all they needed to do. So this is a real failure preparing for people for a professional base.

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If we look at a cross disciplines It was interesting that nursing seemed to come out the worst, third from the right and for geotherapy.

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Sorry. A little bit closely aligned to your field. ER, interesting enough, business was really quite widespread but this was because it was between masters and undergrad and if you split, separate masters and undergrad's wheat.

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Post grades a little bit better.

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And so it's really cool interesting. Very few of them got up into evaluating or create creating in their own right.

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This is a philosophy and theology was Interesting, it was a little bit weak because most of the people doing that were doing masters and they were all priests wanting to improve themselves.

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So it wasn't as high as I expected but I suspect that was because the religious and the church sometimes doesn't want them to create new ideas or new constructs so that they don't measure themselves against that.

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But interesting I would have thought education should have been up there in creating and evaluating and it's not.

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It's really quite low where school teaching is all about being innovative and creative for challenged students. Look, there was no real difference between male or female or between the campuses.

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Age group, 31 to 35 where we started to see a significant difference which is All undergrads are out usually outside of this area and 36 year olds.

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Quite a different. If we looked at this by semester and I did this by semester rather than by year because some universities have 2 semesters, some universities have 3 and one has 4 semesters a year.

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So I did it by semester. So you see it's not until the fourth year that we start to see a slight change but most bachelor programs in Australia are 3 years.

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And the only one business school that has a 4 years. And the only one business school that has a 4 year bachelor's program is the only one business school that has a four-year bachelor's school that has a 4 year bachelor that has a 4 year bachelor's program is my home university in New Zealand of Waikato which has

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a home university in New Zealand of Waikato which has a 4 year program which has a 4 year program which interesting enough is hit hunted by most employers rather than a 3 year.

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So, what about pre-reading? Does this make a difference? 24% of the students say they pre-read, most don't, which we know that a pre-reading makes a huge difference when you go to class.

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So when we considered this to, that in our use all of the time, most of the time was really more interesting.

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So there's not always just always about pre-reading but most of the time but those 2 areas seem to show up the most.

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And I crossed out do another 10 lectures because there was 3 students that said they don't go to lectures, it wasn't with.

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And exploring. And when we asked him what the we considered the most important area of their learning against using mind maps.

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It was, it sort of showed out that people that use mind maps are better off. The median doesn't change but the aspect did which was sort of quite interesting.

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Governments, yeah, just a So. Come down to the end, so what do we find at the end?

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From America, there's very poor academic rigor and assessments that's been dumbed down hugely.

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And even when I talk to medical doctors in law, it's the same. They're dumbing it down all the time.

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And we found that

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Really, in essence, was that we are failing students with the ability to actually think in this field and that's a failure of academia and that's driven by a number of factors, especially VCs.

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That believed that the important thing is to have high feedback from students and high quality but they're using it for marketing.

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But then not using it for actually student evaluation. And the area of quality assurance shows that quality assurance is not connected to improving student outcomes or learnings.

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It's done for a different reason. And that's a failure. And interestingly, your one was on ethics when next to factor it the latest quick Q&A is we shouldn't have a code of it that we should have a code of, code of honor.

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Which is more important, so there's a significant shift in this area. So yeah, it was interesting to see that we are doing a bad job.

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Sorry, academics. But it's usually the pressure from a bar.

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Thank you. Thank you very much. Right, so now been going to an online presentation and we've got QN, who is online talking about English hegemony from below how Chinese scholars navigate academic production in an anglicized world.

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And what we've been doing is allowing the person to present this slides. So we can see see you rather than

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Yeah, I think I'm able to present this to share the screen now. Yeah.

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Tushay, is great. Thank you. Thank you. But, OK, great.

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Okay, so, I slightly change the title, but it's basically, the same material.

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So the title would be English hegemony from below. I'm thinking the North South Divide and sociological knowledge production.

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And I am a PhD candidate at, Cornell University in the United States. First of all, can everyone like see everything what's happening on the screen?

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Yeah, we can see your slides.

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The head.

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Yeah. Great. So there's been a lot of existing research. Actually, I can't see all of it.

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Okay. Let me close something. On, Anglo-american dominance or English hegeanim.

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And also the geopolitics of knowledge production across the world in academia. So for example, there's said research.

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Are using quantitative analysis of citations and of what kind of language the particular journals the publishing and what kind of rankings those journals will get.

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And, maybe, most of us will be very familiar with that experience. So there's a huge extend and in different forms of anglo phone so-called bias in the sense of at least dominance.

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In publication, for example.

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32 countries across the world and this was the published publication from Nature that had this finding produce 98% of highly cited papers across all sciences.

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And all of these papers were in English. And also we know that such, dominance of both scholars and journals from Anglo-american Corps, especially the US.

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And this is not a phenomenon that is restricted to any one particular discipline. And this has been reported by scholars in geography and management.

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In the natural sciences Not only linguistically, but also in terms of cultural barriers. And there's not, there's been slightly less in sociology.

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And yet this is one thing that I'm trying to look at in this particular piece of research.

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On the other hand, there's been a lot of research on the so called linguistic imperialism or hegemony per se of English language.

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For example, in this research, this is a book, literally called the English Pigemi, the Hegemony of English.

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By, Spanish speaking, they in this fascinating book they talked about how for example the US was able to impose any English only monolingual educational system despite there being many native Spanish speaking.

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Students and people. And how in Philips work and maybe some of us already are familiar with that. Also in the discipline of English language education and his books called Linguistic and parallelism, he talked about the spread of English language through, for example, the British Council and he actually was a leading faculty member at British Council for many

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years before he started reflecting on such phenomenon. And the last, piece of last book, I guess I'm citing here.

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Kind of, they're a scholar from Sri Lanka and but now that they may secured a position at all on the university.

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After like publishing this book in English too about the geopolitics of academic writing. Where they emphasized how when they were working in Sri Lanka there was lack of material and intellectual resources for example when your country is literally at war when you don't have life when you when you can hardly grab for paper what happens right

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and also importantly there's differential evaluative criteria and epistemic views of research. So for example you talked about how in the Hindu tradition that will be a lot very scholarly work will be a lot more familiar with in Sri Lanka.

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It is bad practice to try to synthesize. Previous scholarly research. Instead, you should look at them with a lot of honor and prestige and and show a lot of humbleness at your own side.

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And this is so different than the Western world. When you try to participate in, for example, Not necessarily in English, but also any kind of European.

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Dialogue with other scholars. What you are trying to do is so called an argument and the word argument also means you're kind of like quarreling with someone and say like I'm making a ballot point.

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When in their culture and in their academic culture. And in their religious beliefs is actually kind of not necessarily a polite or wise thing to do.

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And, also there's research on epistemic injustice or geopolitics of and the colonization of knowledge and a lot of extensive groundwork has been done by more theoretical disciplines such as feminist philosophy.

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There's powerways work on situated knowledge, Fricker's book on epistemic injustice.

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These are feminist philosophers. Our political philosophy Charles Mills work, Rachel, sorry, the racial contract or a lot of post-colonial criticism by a checker body or office like.

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And there's a few, but increasingly more. Actually some of these publications were published in 2020 or 2022.

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Wallerstein and also Professor Cornell who is based in Australia. And goal based in Chicago and Patricia Collins also based in the US.

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Who attempt to articulate the exclusion and devaluation of non European ways of seeing and, knowing.

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But I find a certain gaps in all of these types of different work. The first one of Bibiometric citation analysis usually doesn't really connect to theological theory.

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Whereas on the second type of research are linguistic, more kind of focus exclusively on the language part.

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It's usually conducted by humanity scholars in a applied linguistics and English language education and they don't They do empirical research in the sense of more like historical analysis, not the science of.

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Kind of traditional like sociological systematic inquiries.

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For the whole project and agenda and a lot of us here at ISER are kind of doing So called decolonizing knowledge.

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A lot of it is still at the manifesto stage and I think there's a lot of controversies as well, especially during my interviews with schools from local countries.

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Some would say it's not necessarily in just. In justice is a gap that we need to overcome and that we are behind and that we need to learn more about what the Westerners are doing.

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So, Also in arguing for the decolonizing of knowledge and using that as an agenda in itself and a research enterprise in itself, there is a risk of second-order exclusion, namely that one has to be extremely fluent usually in those Western dialogues and in the English language itself too because it's quite challenging to do a

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lot of theoretical work. Oh, then to, for example, to conduct quantitative research within sociology for people whose first language is not English.

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And it might turn out that it's people who are most central in the dialogue who end up meeting these whole decolonizing, and the dialogue who end up meeting this whole decolonizing, knowledge kind of project and it's still a white person project.

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And also quite importantly practically. I've experienced a lot of pushback and people don't necessarily understand why I was just unnecessarily committed at least in the US.

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Why we should care. If there is just objective universal science, which a lot of us believe in, lots of people still believe that.

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And they might be right. So what can say periphery scholars contributes to sociological knowledge?

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So in general as first as the first step there is a want to or lack of study of periphery scholars actually experiences and beliefs.

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Leaving Western Centrism and English hegemony. So what is happening at the local level? For example, I observe in the parent higher valuation of overseas academic connections in periphery nations overseas here meaning specifically being connected to Europe and the US and Britain.

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For example, This, podcast to buy a senior political science professor from Hong Kong would explicitly state that Hong Kong only does second class scholarship.

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First class ownership is in Europe and the US. And in Colombia and when I interviewed the Mediterranean psychology professor they literally said we only look at lost all of the top ones were from, English language.

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Yeah, I'm in China. Within the sociology professor, they said that. One English language, Q one, which is like the first 25% in ranking of.

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Across all of the publications. So most of the major like it doesn't have to be talked like English language publications will be in Q one is equivalent to 2 Chinese core So we have a ranking in the Chinese language too for journals.

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Or one the top a starship so-called talk talk to journal publications if you have anything in American Journal of Sociology or Americans who still ought to reveal and sometimes social forces as well.

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That's immediate associate professorship after you graduates from. Whichever university of cross, and if you graduate from a non Chinese university in the West, That's immediately also better than if he graduates from university in China and in South Korea this is a professor who's based in the US

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and told me that their research career would be ended if I if they go back to South Korea and it's not about political reasons, it's not even necessarily just resource.

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There's intellectual and historical reasons as well. As I will talk about. So, no, he definitely, idea is to think about how and why made the English pediatrician.

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From within periphery nations. So for example, instead of thinking what's freer in epistemic injustice called a central power a central meaning there's someone actively doing something.

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Win the will with the intention of perpetuating such a geopolitics of inequality maybe there is some type of non age central power where there something embedded more intrinsically in the logic of knowledge production.

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And if we look at, for example, the right, for here. If we think about certain countries, a few being but at a core and lots of being on the periphery, I'm trying to think about how it's.

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Peripheral scholars, how they understand and Oh, so hegemony through identification and so that Oh, they might be participating in actively in the process of the reproduction of the so-called English hegemony.

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And so my empirical study is both quantitative and qualitative. I will most focused on the quantitative part today showing the persistence of a global hierarchy.

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Totally not externally imposed but internally embraced. Of scholarly inference influence and prestige within the discipline of sociology.

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3 more minutes.

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Whereas the qualitative one is really trying to get on why Okay. So Here, I, the differential valuation in terms of citation and download as measurements of articles published in 2 top 2 Chinese sociology and these are mostly in Chinese language, although they also accept English language publications.

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Depending on the language of the references, the country location of the authors and the language of the publication itself.

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So the, journals I look at are sociological studies and, Shui society and from, 1981, the first year that China regained.

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It was also the first year that China regained, re established sociology, academic social disciplines after the cultural revolution.

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So. This first of all is a general overlook as the distribution of different languages. We can see that about 43% of all of the references.

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Okay, regardless of which article I is. Citing these references is in English and about 44% is in Chinese whereas 11% is languages correctly in in Zoom Chinese and then we have a little bit of other languages.

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But not so many. Usually something you European languages or Japanese. Russia, which are kind of closer.

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Politically or geographically to China.

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And here is a graph showing how actually the Chinese language Chinese translated and English language are evaluated used differently.

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What's this saying is that for for example the show with this journal where as the proportion of English citations references in the journal in in an article increases the proportion of the number of citations this particular article will receive kind of goes like a chart like this goes off and doesn't meet doesn't move and then go up

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again. And this is kind of going off and doesn't work. But if we look at here, for example, there is a There is kind of a penalty of penalization.

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The Chinese language proportion of citations goes to too high. Here for our other languages translated into Chinese.

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It's generally kind of a negative relationship whereas for other languages is too few and not really a relationship.

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And here is where the country The author is based on in not where they their nationality is but where the which in their institution and in which country is in.

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Can you wrap up please?

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Okay. Yeah, I'm wrapping up. This is the last time. For So for China, we can see that here.

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It's ranking itself actually read it lower than You're up.

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I'm having a little difficulty. Okay. Then, U.S.A. and Hong Kong.

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And also the ranking here, these countries, Germany, Netherlands, Australia, Hong Kong, U.S.A, Singapore, UK, California and France.

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They are from the first world and scholars. When they write they're based in these countries they work on average is cited more than if the author is based in, mainland China.

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So here we are seeing this type of reproduction of meeting with Germany from, from below.

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Sorry, I'm need to ask you to start.

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Oh. Also had some findings on why this is happening and there's institutional historical and Yeah.

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OK, thank you. Sorry about that, but. Time. So we now move on to our last speaker.

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If, okay, you've stopped sharing. Thanks.

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Yeah, stop sharing. There we go. That's with you? Yeah.

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Right, which is Jill's who will be speaking on linking professionalisms for sustainable state, new dialectics of control.

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Thank you. And see a different minutes.

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15, yeah. So, so my paper has a big title considering the change in sustainability, but basically concerning social profession is was it to be an employment in environment and sustainability.

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And I construct the paper on 2 ideas to combine the ethical work acting concretely in a daily task, preservation, association.

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Sharing community and at the same time Theberniktikov long term. Considering global risk. Considering global warming, considering how to construct a sustainable trajectory.

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So referring to the previous debate, I could set a general reference. It's a societal responsibility, but it take a long term.

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Address the question of the subject.

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Moving his idea and action in the future. An utterly to be transformed. In rationality, in new organizing, in societal responsibility.

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So societal responsibility suppose a recognition from institution and organizing. So come the question to refine, ratify the employment in this domain and then be better very large from daily local association from a local civic community.

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From also to in the firm on new carbon. So a lot of debate could puzzle my time on this topic.

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I will present much more an idea to grasp. Mosquito man.

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Because you're not there. Usually we address this question by the way to combine expert and politics in the AD or out of debate.

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In this Mini American Planning Association. You arrived there after the same result. How to combine analytic and judgment.

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But his vision is too narrow considering sustainability.

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So, socio development go to ecological modernization. The way to transform existing organizing, the rationality and the compromise go to evangelist bureaucrat.

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How to combine a religious vision of the long term of the Social Rights Mobility and the existing bureaucracy.

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But this one's the 80.

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So, focus mainly on France, also Dubai to combine It take off work and it take of long term.

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Can't move from voluntary association. He can move to environmental experts, but they are not exactly the same people, it is different background.

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You can move to cooperative and horizontal connection and there's a large mobility on this topic.

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There's a tradition of cooperative. And it can move to the public debate on green employment. That applies the debate focus today just during the COVID pandemic.

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But you see all the balconies there. You have different generations there. You have different generation, different curriculum background.

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So the Minister of Affairs considering the pressure of young generation for community association, prepare the long term, push the blockage of long term was to say, oh, we have a green job and going in job.

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Green job is a real job. Focusing on environmental address. So, eco-cycling, vessel circling, that's a very poor number.

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1 40,000 unit. So it doesn't make a number in the make a change of policy. It don't make us societalist mobility in action.

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So he invented a new category, green job, a job of classical organization. We have to move part of that function to environmental.

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Preservation, quality of water, enlarging the verse for circulation, the tree cycle, you see.

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So the way to address green job, otherwise the issue of functional redefinition inside existing organisation existing rationality and you arrive to a big number about 4 million are elected.

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We have our paradox. Men are dominating in Good job because in the vest industry the building industry the transport is mainly male work.

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The women were more graduate than men since tenure in France in Europe and I think Australia also. Move to the higher qualification they move to an extra job.

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So the way to address is the societal problem into social responsibility. That's exactly any delight.

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I find to solution to stabilize this big problem. Work it worse is classic between the Turkish changes softly.

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New function. But what is generally very differently is the better environment job is the economic circulation, the way the value is formed.

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You know the value in cooperative is different value in business firm. The value in a vest. Recycling is different from the value in the expert firm making connection and certification.

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So in the domain of underearmment and systemability. We have a very large diversity of economic circulation.

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And for my viewpoint, it's to keep Domain to address. To enhance new social performance.

314
00:59:10.000 --> 00:59:18.000
Sometimes you come back to very classic job, farming, going to bio-farming, cooperative, going with no profit.

315
00:59:18.000 --> 00:59:30.000
At the same time you have a big firm on their mental certification. That was a big firm, capitalism to move their sustainable project.

316
00:59:30.000 --> 00:59:34.000
Oh.

317
00:59:34.000 --> 00:59:44.000
So now we go, what could bring just your profession in this domain, you see? And it's good to mobilize different category of the research committee.

318
00:59:44.000 --> 00:59:51.000
Professors living in size is important. We will work with New York with land, ground, committee association.

319
00:59:51.000 --> 01:00:06.000
Connected professional could be important to promote new proceedings, new education with curriculum, I would see before. New software, it could be fully expired.

320
01:00:06.000 --> 01:00:13.000
Like expert network. It could be clustering solidarity.

321
01:00:13.000 --> 01:00:24.000
But in my analysis, the sodaman to consider the hybrid professionalism because they are to combine the connection to transfer the knowledge and and to be in the ground.

322
01:00:24.000 --> 01:00:36.000
In the land ground, in the water around such a place while the mainly greening job. Grain job could come back, could be a green job after.

323
01:00:36.000 --> 01:00:41.000
That the place of a strong debate between hybrid technique dynamical system, global local professional is diagonal solidarity.

324
01:00:41.000 --> 01:00:54.000
So the place to investigate more.

325
01:00:54.000 --> 01:01:03.000
No, if you move to Ethic. How long we have a large panel of reporters and professionalists, you can move a lot of debate.

326
01:01:03.000 --> 01:01:15.000
You can grasp all the debts for the last 40 years. I recall at the beginning it's a combination between evangelists and bureaucracy.

327
01:01:15.000 --> 01:01:25.000
Which is a promotion of social work in UK promotion of Planning in Scotland and some other place.

328
01:01:25.000 --> 01:01:36.000
So I keep the idea of combination of ethnic Original city can work at ecstatic even in environments not so much bercatic itself.

329
01:01:36.000 --> 01:01:43.000
Voluntary association and long-term vision.

330
01:01:43.000 --> 01:01:53.000
Considering hybrid professionalists, you could have a hybrid bureaucracy. You have the debate about environmental rationality and its work.

331
01:01:53.000 --> 01:02:02.000
Which I drives Mr. Moore's question of a curricula, I will see before. But you have also the strong debate.

332
01:02:02.000 --> 01:02:09.000
Commented by GI, Santis. Community or to combine globalistic and high specialization.

333
01:02:09.000 --> 01:02:18.000
So perhaps you could come back to debate before between a general conference, a local reference, but

334
01:02:18.000 --> 01:02:25.000
To have the globality of scientists, suppose you combine a global knowledge, you have the general reference, all the risk.

335
01:02:25.000 --> 01:02:36.000
So it's a superintendent. So there are ideas to be more intermingling between. So.

336
01:02:36.000 --> 01:02:46.000
Okay, so I come back to the products of Minister of Urban Affairs, say, oh, we have going to run a job. He extends the agenda.

337
01:02:46.000 --> 01:02:55.000
But At the same time, it suggests that the underwater archesman supposed to change some function running into the function.

338
01:02:55.000 --> 01:03:06.000
Who can promote new professionalist and new arsenal of itique. Considering the Dalytic of Control, Environment is Dalytic of Control.

339
01:03:06.000 --> 01:03:14.000
We want to prepare the Future. At the same time, we want to control carbon diffusion.

340
01:03:14.000 --> 01:03:24.000
So it's a poor and defensive. And this question is also a question of state. Promote the long term and control the short term.

341
01:03:24.000 --> 01:03:30.000
It's a question of eating general skills. Specific skill. But the question who makes this combination? Is it an actor?

342
01:03:30.000 --> 01:03:43.000
Is it a super agency superstate? It's an open question. In my vision.

343
01:03:43.000 --> 01:03:48.000
Organisation, classic organization, business have to organize our function to be more sustainable with a classic performance.

344
01:03:48.000 --> 01:04:16.000
There's a strong debate to already find social performance in environment. Could go more on this but it's also to to another state the state covering large risk Genera L risk and local risk and even the local actors a new generation concerned by voluntary action, considering by the limit of student development, whatever they make pressure on the new curriculum.

345
01:04:16.000 --> 01:04:27.000
I have to advise this your state Promoting this new function promoted new articulation between projection and control.

346
01:04:27.000 --> 01:04:42.000
It's a lot of framework. I think it's going to do to open. Let's talk here.

347
01:04:42.000 --> 01:04:52.000
Thank you. That, Bring us to the end. Of our presentations. I'd like to thank all the presenters.

348
01:04:52.000 --> 01:05:13.000
Thank you. And now we can open it up for discussion. So from the floor and from online if you have any questions you could just raise your hand and it's not many so I would be able to see it otherwise questions from the floor.

349
01:05:13.000 --> 01:05:29.000
You, I think he's like, Yes. Okay. I'm gonna need to give you the We need to give you the mic.

350
01:05:29.000 --> 01:05:48.000
Because we were coding the session. I'm Craig Brown from the University of Sydney. Good morning, I mean the beginning of your presentation so I can't engage with it fully but I had a question about what you were talking about it for you.

351
01:05:48.000 --> 01:05:56.000
But I had a question about what you were talking about at the end, which brought together 2 different categories I thought are 2 frameworks or 2 elements of social dynamics.

352
01:05:56.000 --> 01:06:13.000
One was about the control between temporal control. Between the is that right and and the controlling of the theological crisis in one's biological damage at the same time as biological damage at the same time as preparing for the future.

353
01:06:13.000 --> 01:06:23.000
At the same time you said like that's one dynamic right but how does that also intersect with the other one which was talking about which is the professions one.

354
01:06:23.000 --> 01:06:28.000
Right, because you see like this there's a kind of dynamic going on with professions becoming my group.

355
01:06:28.000 --> 01:06:37.000
Profession. Is that is that a magistrate like this? So how do those 2 link up together? Your analysis.

356
01:06:37.000 --> 01:06:45.000
What's driving? Which one drives which? More. Is it the dynamic of the professionalization being changed?

357
01:06:45.000 --> 01:06:55.000
And that analog is the way that people look at this relation between the projection and the And the preparation was at that with all the regulation in the future.

358
01:06:55.000 --> 01:07:07.000
Is that driver? Is it the problem? Is driving it, you know what I mean? Like the problem of the ecological problem that then is driving this dynamic or is it rather the dynamic of the professions?

359
01:07:07.000 --> 01:07:14.000
And their internal, like their development structure as well. Or is it some combination of the 2, but how do they relate?

360
01:07:14.000 --> 01:07:16.000
Thanks.

361
01:07:16.000 --> 01:07:33.000
So why is the problem? In my introduction, the problem is sustainability projection for the future to prepare systemable trajectory is the GIK formulation, the agreement on sustainability.

362
01:07:33.000 --> 01:07:45.000
But the problem is all from led by each people, each generation, which employment in sustainability. The key question analytical world, it is the same question or is it question.

363
01:07:45.000 --> 01:07:55.000
So if I come back to the new generation, The otherwise they are concerned by sustainability, they go to community association, they go to green jobs, they go by possibilities for trees.

364
01:07:55.000 --> 01:08:08.000
But after don't come to career. So the other question you have to change the curriculum. So communication of the state.

365
01:08:08.000 --> 01:08:14.000
Which way do you promote green job and good job? You see, the question is multi-level.

366
01:08:14.000 --> 01:08:31.000
And was, sorry, for the control. It could be a hashtag the control will be in the state but in my analysis the control isn't the idea, but in my analysis the control isn't the idea of sustainability, protection, global warming, no idea of sustainability, protection, global warming, no carbon society, no fossil capitalists and so

367
01:08:31.000 --> 01:08:41.000
on. The question of control is also new generation addressing the possibility and capability to employment. You see the question of control.

368
01:08:41.000 --> 01:08:54.000
Move from complement by generation. Quick short coming but All the tension is there. I could go to Extension Rubberion better.

369
01:08:54.000 --> 01:09:13.000
On the answer to the question? No. I mean, is it just generations? I mean, I mean, isn't it, isn't it, if you can talk about the generations, wouldn't you say that the problem of The dialect can control.

370
01:09:13.000 --> 01:09:22.000
Was previously once centered around class relations and labor capital relations in that sense. It was much more fundamental in this organisation.

371
01:09:22.000 --> 01:09:32.000
That's tractor. And then once you make the core, if you like to like Beck, right, that you got this kind of call, the shifts right, to the new ecological crisis as the template.

372
01:09:32.000 --> 01:09:41.000
In the present. Is that just generations or is it a major shift in the dynamics between the 2?

373
01:09:41.000 --> 01:09:52.000
Right, you don't have to. Yeah, yeah. Here we end the ministry of professions have to go to employment works and he take to discuss general references.

374
01:09:52.000 --> 01:10:00.000
Because you know of stead, question of trajectory, but I think the jihad where it was science, global.

375
01:10:00.000 --> 01:10:16.000
A pack of knowledge, so general responsibility. Construct an abstract vision of societal responsibility. I you don't say which way in Viperian term which way the agent to take this in charge would you be the neutral deck of this?

376
01:10:16.000 --> 01:10:21.000
The open question.

377
01:10:21.000 --> 01:10:51.000
Yes, another question to you. If you look today at the planning profession. It's not really a to say fully fledged profession but it is it considers itself as a profession out of the architects and scape architects and so on and they in Europe they they really, how to say, have incorporated the sustainability ethics.

378
01:10:51.000 --> 01:10:59.000
Let's now for them something they think to be. Distinctive to other profession but they really aren't.

379
01:10:59.000 --> 01:11:10.000
So the question is, do you see the same pattern in France? I didn't make. And he studied in France.

380
01:11:10.000 --> 01:11:16.000
But I know from Switzerland, from the Netherlands, from Germany and I was in a presentation yesterday about Australian planners.

381
01:11:16.000 --> 01:11:41.000
They, they for them sustainability is a new African LIS, so to say, because there was in a traditional way, isn't there a clear distinctive characteristics to other professions like the architects for himself or to Let's say the engineers.

382
01:11:41.000 --> 01:11:59.000
Do you see the same in force and you were speaking about new if fungalism and I am a bit, I don't know if it's really a new characteristics or is it?

383
01:11:59.000 --> 01:12:22.000
Speaking about professionalization, is it so to say something like a saving anchor to get a tension you know enough attention from the public administration in in competition to other to other professions and occupations in the fields in particular like the engineers.

384
01:12:22.000 --> 01:12:25.000
So yes.

385
01:12:25.000 --> 01:12:36.000
I think planning profession in the AK Nike which I studied a lot in 20 years. Prepare the feel for this debate, but also disturb the film.

386
01:12:36.000 --> 01:12:49.000
So the debate evangelist Man Burkasi won the UK. 80 and 72. The way to address the religious necessity of public services.

387
01:12:49.000 --> 01:12:59.000
But after I move like people on the Tibetan Ecological Racanity and Economic Crescent, a debate was sanited by even writing LEC, for example.

388
01:12:59.000 --> 01:13:03.000
But it's the better nationality, it's much more Weberian and both Barbarian.

389
01:13:03.000 --> 01:13:12.000
Was sick after do we go to institutions. Or do we go to Ajan? Akko.

390
01:13:12.000 --> 01:13:25.000
And so on. So it cannot open the engagement. So come planning profession support a lot of transformation in community for greening, sustainability and so on.

391
01:13:25.000 --> 01:13:31.000
But the new generation, come back to generation to say it's not sufficient, it's too limited, we have to push.

392
01:13:31.000 --> 01:13:40.000
So I have a division of labor. The division of labor planning profession going to organize a function. Is in public administration.

393
01:13:40.000 --> 01:13:45.000
But you know going to Boluntary action Low paid, no career. So, division of a book was there.

394
01:13:45.000 --> 01:14:04.000
So we have to reframe whole. Matt to ship a question Yes. I want to question you about a specific responsibility like Algeries and general responsibility.

395
01:14:04.000 --> 01:14:13.000
Consider the domain of risk, I think about government. We have to combine different risks, but not at the same time.

396
01:14:13.000 --> 01:14:19.000
The communication of race sometimes could be chaotic considering the COVID period. We don't know if it's health risk.

397
01:14:19.000 --> 01:14:30.000
Global warming race. So, risk. So the general responsibility need to clarify the frame or race duty, responsibility.

398
01:14:30.000 --> 01:14:36.000
Do you have some? Analytical proceeding on this.

399
01:14:36.000 --> 01:14:49.000
A risk? No, when you say I have a general responsibility. Is supporting societal responsibility.

400
01:14:49.000 --> 01:14:59.000
It's supposed to come by different risks. The The Queen of Race is part of a situation action process.

401
01:14:59.000 --> 01:15:03.000
Has not a stable framework.

402
01:15:03.000 --> 01:15:18.000
So you could have different possibility. I'm not quite sure if I got your question. Is it more about the classification of risks?

403
01:15:18.000 --> 01:15:41.000
Very often you can speak or we have long-term risks like climate change and you have small crises like medicine and these are not really comparable but you can also speak of Becky and say, you can also speak of Becky and say we have a risk society and say we have a risk society and everything now is a risk society and everything now is not simply just

404
01:15:41.000 --> 01:16:00.000
something that we have a risk society and everything now is not simply just something that happens to us but we are the ones who and the society who have to, how to say, to organize our structures or work and that's Involved risk so risk is not something coming to us but we are the ones who are who have to be prepared for this

405
01:16:00.000 --> 01:16:07.000
because we are also the origins of risk. So I'm I'm not quite sure. So,

406
01:16:07.000 --> 01:16:28.000
If you ask for planners or environmental planning and risks, there was a profession, a formal former or to say there was a movement of a from a profession based on the formalised view of risk.

407
01:16:28.000 --> 01:16:55.000
In the late eighties or seventies eightys based on decision theory where it's in your particularly best in the US, they tried to how to say to establish something like as risk management general risk management so you are and I but I think that but wasn't really successful because it wasn't because there's such a diverse diversity of

408
01:16:55.000 --> 01:17:17.000
risks. So if you were trained in, let's say, in operation research. But, practicing in, how to say, factory risk management then that's something completely different from climate change related risk wise or something like so or in medicine.

409
01:17:17.000 --> 01:17:32.000
There is no channel risk. Advice service profession that was the idea of the late seventies, eighties that it might happen also in connection with the ongoing use of computers.

410
01:17:32.000 --> 01:18:02.000
And you have the tools to calculate this that disks seem to be this that discs seem to be this is a concept that have a lot of cries types of crisis and and their theories of the theory of profession say in particular they were okay the professions specific risk areas they are the ones who white crisis management so this is just if this is

411
01:18:12.000 --> 01:18:21.000
fun. To know a reason in general listening to And I didn't spoke yet. Yeah, now I see.

412
01:18:21.000 --> 01:18:30.000
I didn't spoke about general responsibility, but I spoke about a general reference to risk and not a risk to duties and norms.

413
01:18:30.000 --> 01:18:51.000
So if we if we have a past. A possible or a useful distinction between accountability and responsibility then this possibility would be a general reference to duties.

414
01:18:51.000 --> 01:19:12.000
And, a general reference. To obligations in in cases of risk. And the accountability would be a more specific one but already linked to specified norms and a specified context and so on.

415
01:19:12.000 --> 01:19:24.000
It's it's not I wouldn't say that responsibility is of there is a general link to risk.

416
01:19:24.000 --> 01:19:46.000
As to from from from for responsibility. You can do that if you want and particularly if you want to link it to professions and look in In what context professions are working, perhaps there are authors like Evets and others who say, OK, these are this context.

417
01:19:46.000 --> 01:19:52.000
I don't want to use up all the time.

418
01:19:52.000 --> 01:20:00.000
Thank you. Don't have a question for you.

419
01:20:00.000 --> 01:20:11.000
No. Right, so in South Africa, accounting degrees are at universities are credited by the Professional Association.

420
01:20:11.000 --> 01:20:30.000
And the Professional Association does audits or examinations, assessments of the degree every I think it's every 5 years and they reacquate it or they withdraw accreditation or they say if you want to continue accreditation you need to do this this this.

421
01:20:30.000 --> 01:20:47.000
So there's this strong relationship between the regulatory body and the university education and on the overall board of the regulatory body you have representatives of the deans or the counting departments.

422
01:20:47.000 --> 01:21:00.000
At not every university but the education sector is represented. My view is that there's a fairly close alignment between the needs of the profession and the education.

423
01:21:00.000 --> 01:21:18.000
And I'm wondering if that's the same. In Australia, New Zealand where you drawing your work from because when you talk about this disconnect, the fact that the education is not meeting the needs of the profession.

424
01:21:18.000 --> 01:21:24.000
I'm just wondering what that relationship might be.

425
01:21:24.000 --> 01:21:36.000
Good question. My research on that first part was a very large number of South African academics and practitioners.

426
01:21:36.000 --> 01:21:48.000
There is no difference between countries, it's the same issues coming across. And I think that there is a second disconnect which was between the regulators think the university self-regulation is doing this.

427
01:21:48.000 --> 01:22:03.000
The professional bodies are trusting the universities to do it properly. But the universities are giving lip service to the accreditation of their counting body so there is a disconnect between all 3 and I see that and I saw that in the UK, Australia, New Zealand and into some degree in South Africa, Canada and America.

428
01:22:03.000 --> 01:22:18.000
So there is a disconnect. People think it's being done. The other one is we often put people onto these panels that are not actually down at the coal face.

429
01:22:18.000 --> 01:22:23.000
So often we put deans or professors and when you actually ask them what are the assessments like?

430
01:22:23.000 --> 01:22:28.000
Oh I haven't read an assessment for 20 years. Omen doing in other areas but I'm sitting on that panel.

431
01:22:28.000 --> 01:22:48.000
So that even creates a bigger disconnect. The other disconnect is a lot of people in accounting are just purely, so 70% of accounting academics have either never worked in practice or worked for less than 3, 5 years in practice and that creates another disconnect.

432
01:22:48.000 --> 01:22:51.000
Between what the practitioners actually are wanting. And what's actually being taught. So it's a it's a serious effect.

433
01:22:51.000 --> 01:23:04.000
Around this that cause this problem. But there is a serious disconnect on these and it varies across continents and it varies across institutions.

434
01:23:04.000 --> 01:23:14.000
Yeah. So when I talk to people from like Scotland and Ireland and Ace, Triple C as well.

435
01:23:14.000 --> 01:23:27.000
Some for Malaysia, Indonesia, it's across the globe. When you actually when I highlight that and they talk about and say, yeah, we've got the same issue but we haven't actually looked at it like that and I think it's a weakness in the business schools.

436
01:23:27.000 --> 01:23:34.000
We tend to, especially in accounting, they tend to read the accounting education journals. They are very weak in some ways.

437
01:23:34.000 --> 01:23:47.000
Look I've been invited onto 5 of their journal boards recently at the last little period. And my argument is that they came to be citating from accounting education.

438
01:23:47.000 --> 01:23:56.000
But education is a huge view. They're only sighting from this very narrow field. And as it is, epidemiology risk factor coming in here.

439
01:23:56.000 --> 01:24:01.000
The next we have got the problem. Why we're not getting around. I had a question for someone online but I think she's gone on the Endless Act in America.

440
01:24:01.000 --> 01:24:27.000
But I think she's gone on the Endless Act in America. Does she still live? Yeah.

441
01:24:27.000 --> 01:24:39.000
And I think that's a problem. And in Americas there's a lot of stuff being written in America that might be Anglo-saxon but it's coming from other ethnic groups but Some are well schooled in English and some of them aren't.

442
01:24:39.000 --> 01:24:50.000
And then there's the choice factor of where we decide to publish. So often for instance Australia, New Zealand can't get published in America because they are references have got nothing to do with anything in America.

443
01:24:50.000 --> 01:25:05.000
We haven't actually had a co-author from America. I wondered if you interpreted your data on that line more so than Anglo versus American.

444
01:25:05.000 --> 01:25:12.000
Yeah, I think there is a geographic aspect to it and there is a linguistic aspect to it.

445
01:25:12.000 --> 01:25:28.000
And, these 2 are both connected to the cultural prestige of the nation. Both self- and perceived by people outside of Europe and America by which I mean from the first world.

446
01:25:28.000 --> 01:25:40.000
So, I can give you an example. I, so. For instance, several of my interviewees are from China.

447
01:25:40.000 --> 01:25:56.000
And from Columbia, tell me that they think when French people speak English with a French accent It's a good accent and it's very mesmerizing even if it's not a native English speaker accent.

448
01:25:56.000 --> 01:26:19.000
And yet, they find their own accent. As repulsive in a way and they have to try to correct it until someday they met a teacher a professor in the US from Russia who had a According to them like pronounced a word in English exactly the same way with the same kind of foreign accent.

449
01:26:19.000 --> 01:26:32.000
And, he himself and his wife has has the pronouncing and then they realize maybe it's acceptable to have that part of an Asian accent that they have.

450
01:26:32.000 --> 01:26:48.000
Or their Colombian accent and so language in itself is closely related to whether you think that the culture and the geographic location of your country.

451
01:26:48.000 --> 01:26:58.000
Is, you have like intellectual confidence in what you are doing. Like in France. When I, they don't care.

452
01:26:58.000 --> 01:27:11.000
Most especially for example in discipline like philosophy or classics. Because they have very good training in Greek and in Latin and it doesn't matter if they they don't care if they can.

453
01:27:11.000 --> 01:27:21.000
Like writing English at all. And yet, like in China, You have to first learn English and then if you wanna do classics.

454
01:27:21.000 --> 01:27:28.000
Then you are like already 10 years behind in learning a third language or fourth language. And it's very similar to a Germany as well.

455
01:27:28.000 --> 01:27:45.000
So, in China, If you study content philosophy and that's one that interviewed, It's very dominant in China as well, Western, especially German philosophy.

456
01:27:45.000 --> 01:27:56.000
You are like studying in Germany and getting a PhD in Germany. Is considered just as good or even better because you don't go to the US to study like content philosophy, right?

457
01:27:56.000 --> 01:28:13.000
And you should be able to write your dissertation in German according to their Chinese employers and professors and yes actually the Chinese person's German professor which think that It's a good idea if you write in English because more people will be able to read it.

458
01:28:13.000 --> 01:28:18.000
They don't have, they don't need like people from North. Scandinavian countries.

459
01:28:18.000 --> 01:28:33.000
Their English is really, really good. And even if they don't. Oh, you know, they can establish equal exchange with American scholars, but this is not the case for people from

460
01:28:33.000 --> 01:28:42.000
Poorer countries basically. Yes. So I do think it's important to kind of just put it all together in a way. Yeah.

461
01:28:42.000 --> 01:29:04.000
And I think it's less relevant to think too much about the dynamics from with Vietnam. European descent people because they they really do have certain type of advantages that are more.

462
01:29:04.000 --> 01:29:10.000
That they don't necessarily think too much about because of how they don't need to be confronted with it on a daily basis.

463
01:29:10.000 --> 01:29:16.000
I hope that makes any sense to you. Yeah. Thank you for your question.

464
01:29:16.000 --> 01:29:25.000
Yeah, and that's fine. And did you do an analysis on the different disciplines? Because obviously I suspect that will vary.

465
01:29:25.000 --> 01:29:34.000
Comments on that from people. I didn't do analysis on it because, I like quantitative analysis.

466
01:29:34.000 --> 01:29:48.000
I had to cure this data on myself. Because the all of these journals when it's not published in English then you have to have databases in their foreign languages.

467
01:29:48.000 --> 01:29:58.000
Themselves and like you can't find them in J store or whether science. But in terms of I would say.

468
01:29:58.000 --> 01:30:16.000
Disciplinary difference in itself. It could be a next step project, but I can give you some ideas which is that for example in economics People say there is less kind of closure than in sociology because the discipline is a lot more standard in its methodology.

469
01:30:16.000 --> 01:30:29.000
And multiple economists that I interviewed would point to how All the best ones I think are in the United States and all of these are not Americans that I interviewed.

470
01:30:29.000 --> 01:30:43.000
And yes, there are, sub fields, for example, political economics they would think political economy is the Italian origin scholars who are doing the best and they have their own network like from Bukoni University, etc.

471
01:30:43.000 --> 01:30:55.000
And then they get trained in the US. And like South Koreans or people from China and Japan are very strong in a micro economics or economic trip, not metrics.

472
01:30:55.000 --> 01:31:10.000
And yet we are having a lot less of that. In the sociology and importantly though that it seems like a global consensus even with, with me in Britain with a recent publication.

473
01:31:10.000 --> 01:31:20.000
I try and join a chair with a quantified scholar. Also pointing to how even in Britain scholars tend to think of, even in Britain, scholars tend to think of AJS and ASR despite them not publishing it.

474
01:31:20.000 --> 01:31:38.000
Thinking of it as kind of the top. Are once whereas in our disciplines like natural science it's easier when you have people, when you have all those resources material, if you publish in nature and science, then you have a lot more confidence in yourself.

475
01:31:38.000 --> 01:32:08.000
There's less crafting process in the writing and there is a lot less kind of you have to know the little rules of the game to publish like in as in sociology that that difficult whereas in humanities like in Chinese literature, of course Chinese scholars would have their own tradition and on Sense of honor, although there was also.

476
01:32:11.000 --> 01:32:12.000
Yeah.

477
01:32:12.000 --> 01:32:15.000
Feel that they have to know about how foreigners study Chinese language. Yes, so I've said people would think think of physiology a little more closed.

478
01:32:15.000 --> 01:32:20.000
Thank you. Thank you. Can I ask you?

479
01:32:20.000 --> 01:32:33.000
You guys need breakfast. That Google Scholar is quite a narrow database and not a bigger database and not a bigger, Google Scholar is quite a narrow database and not a bigger, you know, that might be budget that caused that.

480
01:32:33.000 --> 01:32:41.000
But you're saying that social responsibility might be budget that might be budget that caused that. But a bigger, you know, that might be budget that caused that.

481
01:32:41.000 --> 01:32:47.000
But Sydney, I was more interesting to explore the, you're saying

482
01:32:47.000 --> 01:32:56.000
Yes, thanks. It's it's not about how to say the The content, it's about the top.

483
01:32:56.000 --> 01:33:17.000
So I wouldn't say that the idea of altruism is replaced by responsibility but the term in the notion today just if you look what is the current discourse and how not in all but in in a lot of professions.

484
01:33:17.000 --> 01:33:43.000
In Si. Could have reviewed it. They they start to use the term responsibility in particular if you speak with architects for instance they are a very old profession but without a low formalisation so to say.

485
01:33:43.000 --> 01:34:02.000
And, in our world now, if you want to have a a say in let's say as a profession you have to of course you have to to defend and justify your position, it's clear.

486
01:34:02.000 --> 01:34:09.000
From for my impression it's at the moment It's not so effective to say that you are an altruistic profession.

487
01:34:09.000 --> 01:34:35.000
And because what's altruism for architects but it's easy to say oh we have some kind of a social responsibility in particular sustainability is something that now serves this how to say, this function of showing some kind of altruism now wire.

488
01:34:35.000 --> 01:34:44.000
Would say serving also sustainability. So that's why I wanted to say that the planning profession now is so keen on demonstrating the sustainability issue.

489
01:34:44.000 --> 01:35:02.000
And I do not think that in a nutshell that the social responsibility will he plays altruism or the concept of social responsibility will he plays altruism or the concept of I wouldn't say that.

490
01:35:02.000 --> 01:35:19.000
It's something different but The term now is more often or so to say the the translation of altruism today into an everyday justification is social responsibility.

491
01:35:19.000 --> 01:35:28.000
I speak it's more about an old fashioned English word as well. That's not an I twism is English word?

492
01:35:28.000 --> 01:35:43.000
It's this Latin. Yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah.

493
01:35:43.000 --> 01:36:01.000
yeah, that's you see that in the paper I haven't really gone into the papers I haven't really gone into the papers but the high correlation almost one correlation for these 2 words means that there seems to be No, it's not a collection of the papers, but I think if you start a paper

494
01:36:01.000 --> 01:36:10.000
on altruism you end perhaps with translating it into something like social responsibility. It's not a change of concept, it's a change of wording.

495
01:36:10.000 --> 01:36:27.000
So. I just Just may I add something to the discussion about the English. So it's like interesting.

496
01:36:27.000 --> 01:36:42.000
We for science science is not national. The system of science It exists since 2,000 years. And since the beginning it's an international unnational project.

497
01:36:42.000 --> 01:36:56.000
They had for almost 1,000 years Latin as the lingua franca for for the scientific for the sciences and now we have another one.

498
01:36:56.000 --> 01:37:11.000
One language because it's so essential for scientists to exchange and if you have the diversity of languages it's not You cannot mathematically everything.

499
01:37:11.000 --> 01:37:32.000
So that's why we need English. The problem is not how to say at the science. Level the problems at the education level because if you start to I love science to start it and I want to how to I love science to start it and I want to how to say that and I want to how to say introduce people students as fast

500
01:37:32.000 --> 01:37:51.000
as possible into science even if I won't become scientists but if I work as a practitioner they have for my position they have to have an idea of what science is and how they can use it because they have to do with studies in their partitional work, they have to do this anything that is So they in some way linked to

501
01:37:51.000 --> 01:37:54.000
science, so we have to understand what is science in order to understand what are the products that are based on science.

502
01:37:54.000 --> 01:38:07.000
So and if you if you have English The Hingish hegemony in how to say unregulated research.

503
01:38:07.000 --> 01:38:23.000
That's a bit. A problem because if you want the, how to say the core process or task of of science is to do some kind of research.

504
01:38:23.000 --> 01:38:47.000
But it's for many students entering university. Doing research is something uncomfortable. It's formalized, but it's not as formalized as it should be because research and sociology is something different from research and physics and but there is some common but it's not easy to explicate that.

505
01:38:47.000 --> 01:39:00.000
And if you start to do research in in English. Then you but you aren't a native English so you have 2 parameters to control and that's for many too much.

506
01:39:00.000 --> 01:39:30.000
So to understand what research and science is on the one hand and one to learn English. So that why I'm also very much in international or global movement to to say to promote undergrad research because this is a fast way to get students into science, into the discipline and I started a project called Cost Cultural.

507
01:39:32.000 --> 01:39:40.000
Another research and the English Speaking scholars always think as just doing something between countries but not in English.

508
01:39:40.000 --> 01:39:50.000
I always tell them no it's a multilingual task. And it's always redefined as something international but in English.

509
01:39:50.000 --> 01:40:07.000
So there is I think there is the barrier of your obstacle we have to take. Don't want the research literature.

510
01:40:07.000 --> 01:40:17.000
And then you're trying to do a research in China and Chinese. It's different. So you must have a lot of college and it's the same we don't read the Chinese that it's just a weepers out of what I've actually already done.

511
01:40:17.000 --> 01:40:29.000
Bag of getting this stuff translated into a common language. We have time for. 10 min. 10 min left of the session.

512
01:40:29.000 --> 01:40:46.000
My question is how to promote social responsibility because for underment and very concern. In your paper, you oppose all truths which much more subjective and toxicity, the domain of convention and religion and believing.

513
01:40:46.000 --> 01:40:53.000
You give and you expect people give back. And so, so in this view, so satellites must be much more.

514
01:40:53.000 --> 01:41:02.000
Interaction is but in the Bohrian term societal activity is supposed to change some legitimation, some rationality.

515
01:41:02.000 --> 01:41:09.000
But it's not in your paper, it's on the background. So to be concrete. You need education and in your case, how could you permit societal responsibility?

516
01:41:09.000 --> 01:41:25.000
So I come back to my family. Is a way to say to students be volunteer, be cooperative or easy to have a long-term vision or long-term judgment.

517
01:41:25.000 --> 01:41:34.000
I the same time, but you have to be analytical. You have to be analytical. Dispatched, deny responsibility.

518
01:41:34.000 --> 01:41:41.000
You see, you have to make a new combination. The problem of rationality in Babylon come back in the education.

519
01:41:41.000 --> 01:41:48.000
So the real question is how to promote social responsibility.

520
01:41:48.000 --> 01:41:58.000
It you could be social engaged in societal responsibility. Without to be so much altruist.

521
01:41:58.000 --> 01:42:10.000
Yes, but answer would be I think a bit quite different than what you expect. My answer is you have to to better organize responsibility in our societies.

522
01:42:10.000 --> 01:42:20.000
So because responsibility is also a process, if you look at organizations. Very often they are, or to say, organized responsibilities.

523
01:42:20.000 --> 01:42:32.000
So it's how to how to organize work, how to, how to allocate power in a organization.

524
01:42:32.000 --> 01:42:44.000
This you can translate that in in a responsibility dynamics so to say but that means duties, accountability, but also work to do.

525
01:42:44.000 --> 01:43:01.000
Yes, and very often if people speak of social responsibility, they only think of an attitude. Consciousness so and if I try to promote social responsibility I try to say to address your consciousness, your attitude, your virtue, but very often you won't change much.

526
01:43:01.000 --> 01:43:17.000
And very often social socialism is just a branding. So particularly for many professions, it's just a branding.

527
01:43:17.000 --> 01:43:30.000
And It's the same if you increase the value of the brand or to try if you overuse the brand it devalues.

528
01:43:30.000 --> 01:43:42.000
I think it's culture and it's a culture of countries. So for instance in New Zealand Social responsibility was brought in in the 19 eighties.

529
01:43:42.000 --> 01:43:49.000
And for instance in accounting they all had to in early ninetys they all had to do triple bottom line but Australia didn't do it.

530
01:43:49.000 --> 01:43:57.000
And Australia has only recently moved into social responsibility, corporate social responsibility, but New Zealand was doing it 25 years ago.

531
01:43:57.000 --> 01:44:05.000
And maybe it's a connection with indigenous. Maoris and, New Zealand or the Whites and Maori and New Zealand are much more intertwined.

532
01:44:05.000 --> 01:44:10.000
Where in Australia indigenous people have actually never really had a strong voice and really have been a very small percentage of the population and have not been as strong.

533
01:44:10.000 --> 01:44:27.000
And so their knowledge for 60,000 years how to look after the bush and the client and everything else was actually just ignored where New Zealand and the Maori stood up and said no don't ignore us, don't ignore us.

534
01:44:27.000 --> 01:44:33.000
So I think it's a culturalness and I think it's also inter relationships with back to your native peoples as well.

535
01:44:33.000 --> 01:44:39.000
And that varies across the globe as how you've treated and how you've intertwined.

536
01:44:39.000 --> 01:44:48.000
So I think it's got to be in bread into the very young useful people but it's got to be a foundation and I think it's got to be a foundation and I think it's all about culture of a country.

537
01:44:48.000 --> 01:44:59.000
Yeah. Where and indigenous Australia had it, but they weren't listened to. We are in New Zealand, we were much more intertwined.

538
01:44:59.000 --> 01:45:08.000
Okay.

539
01:45:08.000 --> 01:45:17.000
Okay, so I think that brings us to the end of our session and despite being very small and participants.

540
01:45:17.000 --> 01:45:27.000
I think there's been a good discussion and I want to thank everybody. For being here and all the based on your travels home.