Academic freedom at Oxford: the responsibilities of being grown up

The short article discusses the state of academic freedom at Oxford and the impact of attempts to alter both the institutional system of governance and the university contract

'Achieving Bologna convergence: is ECTS failing to make the grade?'

Transparent and consistent credit transfer procedures are essential if EU Universities are to successfully build the European Higher Education Learning Area and thrive in the emerging global knowledge economy. Currently the European Credit Transfer System is the most widely used mechanism to enable credit transfer between universities in different EU nations. Using data from 20 universities in four EU states, this paper examines the problems of calculating and using ECTS grades. The results demonstrate that the alignment of ECTS grades varies within nation states and show that, despite the fact that ECTS grading is a norm referenced system, while the national systems are usually criterion referenced, many ECTS conversion tables provided by universities indicate straight line transference from institutional to ECTS grades . Given the anticipated increase in student mobility following the EU enlargement to 25 nations, the paper proposes a re-alignment of ECTS towards a criterion referenced system. Such a new system would acknowledge and build on the diversity of EU higher education systems, unlike the current mechanistic system, which both masks this diversity and is flawed in calculation, and ad hoc in operation

E-México - building on success, for success

The paper details the ITC context for México, which is characterised by a low, but rapidly growing use of ICTS, and then examines at the recent E-México policy initiative launched by President Vincent Fox, in the light of México's considerable experience in using ICT for distance education. Finally the paper suggests that, by benchmarking against Finland (a country with a high use of ICTs in both business and education), México would derive considerable social, economic and educational benefits from the use of ICT

Academic freedom: a research bibliography

A generic bibliography containing over 1000 references (books, journal articles, monographs, conference papers, reports, etc.) on the subject of academic freedom in higher education, from various countries (Australia, Canada, Europe, the UK and the USA, etc.) which cover (inter alia) the genesis and history of the concept, intellectual and artistic freedom, the legal interpretation of academic freedom, individual and institutional academic freedom, the responsibilities and duties associated with academic freedom, etc

Quality criteria in educational research: is beauty more important than popularity?

Presentation Contents: HISTORICAL CONTEXT: The poor quality of educational research THE DISCUSSION FRAMEWORK: Assessing Quality in Educational Research CRITIQUES: Is assessing the quality of educational research possible or necessary? During the past decade, as national governments more particularly in the USA and the UK have scrutinised more closely the cost effectiveness and impact of research funding within higher education, they have become critical of the overall quality of educational research, in terms of its scientific rigour, its utility for practitioners and the manner in which it is assessed. This paper addresses the reasons why the quality of educational research was questioned and then examines the discussion framework for assessing quality which emerged. Following from this, the merits of possible internal and external criteria for the worth of educational research are considered. The links between these criterial sets and the function and purpose of qualitative and quantitative approaches to educational research are considered. Finally the question of whether educational research is an art or a science is addressed. RESEARCH: into education – are medical and economic models appropriate? EDUCATION: Is it an art or a science (or what)

Responding to the vision of the information society: first steps towards a national virtual university.

Executive Summary 1. There is confusion, both in academic circles and the public more generally, about the definition of a virtual university. Hence in considering such an option, it is worth looking more fundamentally at the contexts for higher education, and the functions of a National Virtual University equipped to meet the needs of the 21st Century. 2. The increase in the use of ICT has caused a radical increase in demand for higher education globally, and increased access to higher education via the use of ICT. New suppliers in the form of private and corporate universities, now compete with universities in their home countries, and increasingly, overseas. 3. Although demands for higher education are growing rapidly, analysis of the new and changing demands on universities at local, national and international levels, within an increasingly global knowledge market, indicates that the role of a National Virtual University will be much broader than that of an existing university. Moreover, a NVU will need to successfully compete in an environment which is growing in competitiveness and complexity as corporate universities start to operate, but will have to do so with greater efficiency and lower funding. 4. The socio-economic environment in Finland is characterised by an internationally high (and growing) involvement with information and communication technologies in all spheres of life. Within this fast developing Information Society, there is a high need for increasing skills levels and retraining, especially with respect to ICT. However, like elsewhere in Europe, the use of technology for collaborative teaching in Universities and for promoting joint research with industry, is comparatively underexploited, although the existing higher education platform, provides a useful structure which could adapt to, and benefit from, the establishment of a National Virtual University. 5. The rationale for incorporating the use of new technologies in higher education by building a National Virtual University is well-established. Such a development would require a quantum leap in the design and development of a new learning method. However, in addition to educational benefits, the NVU would aid the creation of a knowledge based economy, the promotion of social cohesion, the protection of the existing Finnish university system, and the preservation of national language and culture. 6. The experience of previous virtual university ventures in the USA demonstrates that collaborative ventures, based on existing providers and reliant on reengineering of existing teaching and learning practices, are unlikely to be successful, even where they are well financed. A National Virtual University can be constructed with varying degrees of functionality, but where it covers all ranges of university activities (teaching, research and technology transfer), and is well-linked to the local community, the cost of development will be high but the returns on expenditure will be greatest. 7. A project of this size, complexity, cost and importance will only succeed in maximising its potential as a collaborative venture, if it involves all stakeholder groups in discussing its form, as consensus on the form of the NVU will be critical in ensuring the success of its implementation

From ECTS to EGS: strains, pains, brains and gains

This paper examines specific features relating to the process of changing the method of assessment and grading in higher education within the European Union, namely: • that strains on the academic staff are inevitable, given the growing pressures for European integration within a wider (25 nations plus) community; • that irrespective as to whatever or wherever change takes place in higher education, (be it in curricula design and delivery, assessment and grading, etc.) it has to be undertaken by people who may be resistant to change, and who hence may find the process painful. Consequently, addressing the human dimension (through inclusive involvement) in securing successful change is paramount. • that changes to the national higher educational systems, by their very nature, create large and complex problems, which hence necessitates very carefully considered policy responses, and sophisticated and sustained implementation strategies (brains). • that the gains associated with a successful implementation may be greater than those initially sough

From ECTS to EGS: pains, strains, brains and gains

This keynote presentation examines the ECTS, EU national systems and the fasibility of a European Grading Scale under the following headings: PARENTAGE: How did the ECTS come about? PROGRESS: How well has the implementation of the Bologna Process and ECTS gone? PROBLEMS: What are the problems with ECTS? PECULIARITIES: EU Variations in h.e. grading systems PROTOTYPES: The European Grading System (EGS) Working Group and the Tuning suggestions. PLAYERS: Who are the EGS Stakeholders? PRINCIPLES: What could/should the EGS do? PRAGMATICS: What is the best way to proceed

Academic freedom in the U.K.: legal and normative protection in a comparative context [Report for the University and College Union]

This report examines the legal (de jure) and normative (de facto) protection for academic freedom in the UK, when compared with the other 27 EU nations. The legal protection is assessed first, by examining the EU nations’ constitutions and legislative instruments; second, by means of an assessment of individual nations’ degree of compliance with UNESCO’s 1997 Recommendation concerning the Status of Higher-Education Teaching Personnel; and third by means of a very detailed analysis of 37 differing elements of university compliance with an array of measures, such as international instruments, but also including (for example) the ability of academic staff to appoint or dismiss the Rector, Deans and Heads of Departments. In sharp contrast with the other 27 EU nations, the constitutional protection for academic freedom (either directly, or indirectly via freedom of speech) in the UK is negligible, as is the legislative protection for the substantive (teaching and learning) and supportive (tenure and governance) elements of academic freedom. Additionally, the UK is similarly deficit in protecting academic freedom in line with international agreements of which it is a signatory, more especially UNESCO’s 1997 Recommendation concerning the Status of Higher-Education Teaching Personnel. Utilising the most comprehensive assessment of the constitutional and legal protection of academic freedom, the UK attains a score of 35%, which is less than the EU average (53%), and the second lowest among the 28 EU states. The analysis of normative de facto protection uses comparable data from over 2000 UCU members and 5000 staff in universities of the European states, gathered by means of similar surveys. It demonstrates that the low level of de jure protection for academic freedom in the UK is mirrored by an equally poor (if not worse) level of de facto protection. The reality is that, in the overwhelming majority of instances, UCU members report statistically significantly higher levels of systematic abuse of their academic freedom, across a wide array of measures, than their European counterparts. For example, 23.1% of UCU respondents (and 14.1% of EU respondents) reported being bullied on account of their academic views, 26.6% of UCU respondents reported being subjected to psychological pressure (EU = 15.7%), while 35.5% of the UCU cohort admitted to self-censorship, for fear of negative repercussions, such as loss of privileges, demotion, physical harm (EU = 19.1%). Some of this abuse may be attributable to a lack of knowledge of academic freedom rights among staff – only 41.7% of the UCU cohort claimed to have an adequate working knowledge of academic freedom (EU = 49.2), while less than half that proportion (20.6%) knew about the 1988 Education Reform Act, which supposedly protects academic freedom in the UK. Not surprisingly, 81.6% of UCU respondents said they would welcome additional information on the concept of academic freedom and its rights and responsibilities. Furthermore, UCU members are much more likely to strongly agree than their European counterparts that the major elements of academic freedom (freedom for teaching and research, autonomy, shared governance and employment protection) have declined. In sum the very low level of legal protection in the UK is mirrored by a low level of awareness of the rights of academic freedom, and a high level of abu

De facto protection for academic freedom in the U.K.: empirical evidence in a comparative context

This analysis, which uses similar surveys to gather comparable data from over 2000 UCU members and 5000 staff in universities of the European states, demonstrates that the low level of de jure protection for academic freedom in the UK is mirrored by an equally poor (if not worse) level of de facto protection. The reality is that, in the overwhelming majority of instances, UCU members report statistically significantly higher levels of systematic abuse of their academic freedom, across a wide array of measures, than their European counterparts. For example, 23% of UCU respondents (and 14.1% of EU respondents) reported being bullied on account of their academic views, 26.6% of UCU respondents reported being subjected to psychological pressure (EU = 15.7%), while 35.5% of the UCU cohort admitted to self-censorship, for fear of negative repercussions, such as loss of privileges, demotion, physical harm (EU= 19.1%). Some of this abuse may be attributable to a lack of knowledge of academic freedom rights among staff – only 41.7% of the UCU cohort claimed to have an adequate working knowledge of academic freedom (EU= 49.2), while less than half that proportion (20.6%) knew about the 1988 Education Reform Act, which supposedly protects academic freedom in the UK. Not surprisingly, 81.6% of UCU respondents said they would welcome additional information on the concept of academic freedom and its rights and responsibilities. Furthermore, UCU members are much more likely to strongly agree than their European counterparts that the major elements of academic freedom (freedom for teaching and research, autonomy, shared governance and employment protection) have declined. Work elsewhere suggests two possible options to ameliorate this situation. First, awareness raising about academic freedom among UCU members, along with the provision of explanatory information and training materials. Second, an appeal to UNESCO that the UK government does not meet its obligations under the 1997 Recommendation (of which it is a signatory state). The stark differences between the UK and the EU, in terms of de jure protection and de facto realities, both demonstrate the necessity for such an approach and provide a highly credible basis for such an appeal. This strategy was successfully adopted by the Dansk Magisterforening, the Danish academic professional association, and led to an independent expert evaluation of the legal protection for academic freedom, and change in the law