The phrase "academically productive" is correct and usable in written English.
It can be used to describe someone or something that contributes positively to academic work or research output.
Example: "The new study group has proven to be academically productive, resulting in several published papers."
Alternatives: "scholarly productive" or "educationally effective".
"An extension would allow them to be more academically productive," she notes.
Given the vast number of bloggers, one could not possibly keep up with all blogs, or even all posts in potentially relevant blogs, and still be academically productive.
At one extreme, states yielded as few as 1 in 4 papers that supported the tested hypothesis, at the other extreme, numerous states reported between 95% and 100% positive results, including academically productive ones like Michigan NN = 54 papers in this sample), Ohio (N = 47), District of Columbia (N = 18) and Nebraska NN = 13).
Members of the section are productive academically with publications in the radiologic literature and have co-authored book chapters as well.
"Traveling to New York in the middle of the quarter and missing class is not a productive thing academically". UCLA will visit St. John's on Jan . 31at Madison Square Garden and will play host to Notre Dame on Feb. 28.
They studied photography and media production academically.
This study focused on the United States primarily because they are one of the most scientifically productive countries, and are academically diversified but linguistically and culturally rather homogeneous, which eliminated the confounding effect of editorial biases against particular countries, cultures or languages.
I gave myself the time and allowance for mistakes that I often forget to give myself here at Columbia, and that made all the difference in a productive semester abroad personally and academically.
Pushing our kids to excel academically, socially, etc. at every level is counter-productive.
The student's academic ability may be relevant; one study has shown that more academically able science students correctly identified the MCQ as requiring deep knowledge and adopted an appropriate learning strategy, whereas less able students interviewed the assessment as principally a test of recall and used a counter-productive surface-learning strategy.
