How the University Lost Its Way: Sixteen Threats to Academic Freedom

Hayes, Dennis

doi:10.1007/s42438-019-00079-2

Cited by 11 publications

(3 citation statements)

References 5 publications

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“… 17 Examples of such conflicts have been indicated by: Kors and Silverglate 1998 ; Ackermann 2020 ; Cross and Richardson-Self 2020 , pp. 31–54; Hayes 2021 , pp. 7–14.…”

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confidence: 99%

Academic Freedom as a Defensive Right

et al. 2023

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Ensuring the proper implementation of academic freedom can be difficult both for policymakers and university authorities. Hence, great emphasis should be given to the defensive function of academic freedom. In this paper, we analyse the legal regulations and the jurisprudence of the constitutional courts of Germany, Hungary, Poland, Portugal, and Spain. We identify who is the holder of academic freedom, how the defensive function of academic freedom works and what academic activities are being protected. The study shows that individual countries emphasise slightly different aspects of the defensive function of academic freedom but remain unanimous on the essence of this function. As academic freedom is not defined unequivocally in most constitutions and legal frameworks, constitutional courts play a significant role in shaping its defensive function.

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“… 17 Examples of such conflicts have been indicated by: Kors and Silverglate 1998 ; Ackermann 2020 ; Cross and Richardson-Self 2020 , pp. 31–54; Hayes 2021 , pp. 7–14.…”

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confidence: 99%

Academic Freedom as a Defensive Right

et al. 2023

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“…This behavior perhaps stems from the notion that “[most] Asian cultures are predominantly collectivist in nature” (Kawamura, 2012, p. 95) and thereby seeks to conform to commonly accepted expectations possibly to “avoid shame, fit in, and be accepted by the group” (Kawamura, 2012, p. 95). Additionally, when the university’s leadership and management dislike openly contesting viewpoints (Hayes, 2019), the literature revealed that university teachers have become reluctant to voice concerns due to realized negative consequences. For example, when the university’s leadership seemed to disapprove of oppositional views, some university teachers felt it was better to ‘play it safe’ by assuming a passive, low-key approach to survival in the workplace (Court and Kinman, 2008; Hageseth and Atkins, 1988; Krishnan and Kasinathan, 2017).…”

Section: The Wellbeing Of Sri Lankan University Teachers: a Black Hol...mentioning

confidence: 99%

Staying positive among negativities: strategies employed by teachers in Sri Lankan state universities to manage their wellbeing

Fernandez-Chung

Zoysa

2021

JARHE

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PurposeTeacher wellbeing is critical given its impact on students’ experience and achievement. This qualitative study provides insights into teacher wellbeing in Sri Lankan state universities. The study occurs during the coronavirus disease (COVID-19) pandemic, where institutions are stretched for resources and teachers sought better work–life balance while working from home.Design/methodology/approachThe study uses semi-structured interviews of teachers from four state universities in Sri Lanka to discover their strategies for managing teacher wellbeing and staying positive among negativities.FindingsIt concludes that the strategies can be expounded to existing research and categorized under four overarching themes: Versatility and Devotion, Pillars of Support, Conformity over Individualism, and Avoidance and Detachment. Sri Lankan university teachers, like many of their global counterparts, believe in staying positive.Research limitations/implicationsLike most qualitative research studies, if not all, this research studies the specific phenomenon of teacher wellbeing among university teachers in Sri Lanka. The findings, though supported, has its limitation to only public universities teachers thus cannot be generalized and may not apply to teacher wellbeing in private universities in Sri Lanka. Nevertheless, the application of the themes developed forms a valuable framework to support any future study of teacher wellbeing. The conceptual robustness of the findings will make this framework particularly useful for Sri Lanka and other South Asian countries.Practical implicationsThe findings will inform future studies on teacher wellbeing, particularly in other South Asian countries. This study may also be the impetus for starting a discourse on related policies in Sri Lanka.Social implicationsTeacher wellbeing positively impacts teacher relations with peers and leadership, which has direct implications on student wellbeing. Happy teachers make happy students.Originality/valueThe findings revealed eight strategies employed by Sri Lankan state university teachers. These strategies were framed under four overarching themes: Versatility and Devotion, Pillars of Support, Conformity over Individualism, and Avoidance and Detachment.

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“…Brudfladerne er med sikkerhed meget komplekse og omhandler mange forskellige ting. For eksempel ser man, at universitetspaedagogers virke blive italesat som et 'ledelsesprojekt', der indgår i en strategisk forandring af universitetet, som VIP i udstrakt grad er kritiske overfor (Hayes, 2021;Forskerforum, 2012). Der er derfor mange steder, man kunne starte, og mange forskellige perspektiver, man kunne anlaegge for at blive klogere på brudfladerne.…”

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Kampen for og imod eksplicitering i det universitetspædagogiske praksisfelt

Petersen

2024

DUT

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Det universitetspædagogiske praksisfelt i Danmark kendetegnes af nogle gennemgående brudflader, som har betydning for samarbejdet mellem professionelle universitetspædagoger og forskere, der underviser (VIP). I denne artikel undersøger jeg én af disse brudflader med afsæt i det, jeg kalder ’pædagogisk eksplicitering’. Spørgsmålet der driver undersøgelsen er, hvorfor mange universitetspædagoger (og andre) er for eksplicitering, og hvorfor mange VIP er skeptiske eller direkte imod. Hvad informerer de to forskellige positioner, og hvad sker der, når de mødes? Analysen baserer sig på data indsamlet gennem etnografisk deltagerobservation og anvender et diskursanalytisk perspektiv, hvor fokus er på den diskursive praksis og dennes rationaler og implikationer. Artiklen konkluderer blandt andet, at der er to væsensforskellige pædagogiske sprog i spil, selvom de to diskurspositioner ikke kan genkende dem hos hinanden. Indlægget er tænkt som en invitation til refleksion over hversagspraksis og værdier.

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How the University Lost Its Way: Sixteen Threats to Academic Freedom

Cited by 11 publications

References 5 publications

Academic Freedom as a Defensive Right

Academic Freedom as a Defensive Right

Staying positive among negativities: strategies employed by teachers in Sri Lankan state universities to manage their wellbeing

Kampen for og imod eksplicitering i det universitetspædagogiske praksisfelt

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