Student Academic Freedom: Chimera or Realpolitik Requiring Serious Attention in an Era of Student Consumerism

Padró, Fernando F.

doi:10.1007/978-981-16-5852-5_44

Cited by 2 publications

(4 citation statements)

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“…Acquisition of knowledge and development of identity converge with formal education (Kaplan and Flum 2012). Chickering and Reisser (1993) argued that identity development for traditional cohorts (18)(19)(20)(21)(22) is at the forefront during the college or university years. Eccles (2009) argued that there are two types of personal identities: personal and social.…”

Section: Visualizing the Bricolagementioning

confidence: 99%

Student Support Services

Malo¹,

Convey²

2022

University Development and Administration

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material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Section: Visualizing the Bricolagementioning

confidence: 99%

Student Support Services

Malo¹,

Convey²

2022

University Development and Administration

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“…Academic freedom is not uncontroversial: it can be wheeled out by academics as a reason not to accept peer review of teaching (Casey et al, 1997); to refuse to engage with student feedback on courses and teaching (Schmelkin et al, 1997); or to resist external QA (Harvey & Stensaker, 2008;Kligytė & Barrie, 2014;Serrano-Velarde & Stensaker, 2010;Woodhouse, 1996). In such situations, academic freedom for lecturers can conflict with academic freedom for students, a subject that has been articulated far less because it is usually seen as derivative (Padró, 2022).…”

Section: Academic Freedommentioning

confidence: 99%

“…For example, Baird (2007) noted that although the chairs of Australian academic boards saw themselves as having a role in defending academic freedom, the role of academic governance in promoting academic freedom is not mentioned in AUQA audit reports. There is also the question of the extent to which academic freedom applies to students (Padró, 2022).…”

Section: Academic Governancementioning

confidence: 99%

“…At this point, one must consider whether the auditee dysfunctions have something in common. In an earlier section (refer 2.1.1), I discussed academic freedom, which is central to the academy yet sometimes taken for granted within it (Altbach, 2001) and widely presumed to apply only secondarily to students (Padró, 2022). I noted how academic freedom can be deployed in an arsenal of resistance techniques (Casey et al, 1997;Harvey & Stensaker, 2008;Kligytė & Barrie, 2014;Serrano-Velarde & Stensaker, 2010;Schmelkin et al, 1997;Woodhouse, 1996).…”

Section: Audit Dysfunctionsummarymentioning

confidence: 99%

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What factors influence engagement with academic audit and implementation of audit recommendations?

Boswell¹

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<p>This thesis presents the results of a case study of academic audit as enacted at a typical New Zealand university between 1994 and 2019. Academic audit is a quality assurance methodology that drew originally from financial auditing and was adopted first in the United Kingdom, then in New Zealand and other jurisdictions in the early 1990s. New Zealand is unusual in having continued with academic audit without interruption and affords a unique research subject. Like the other New Zealand universities, the case study institution has undergone five audit cycles. If quality assurance is to demonstrably improve institutional activities, recommendations made by academic audit need to be implemented. At the case study institution, the phenomenon of recurrent recommendations was detected and three sets of complex recurrent recommendations were inspected in detail in an attempt to understand engagement by the university and by the quality agency with academic audit over time. The five Blanco-Ramírez and Berger (2014) quality dimensions were used as an analytical device to interpret the three focus areas: closing the student feedback loop; the monitoring of PhD students’ progress and how feedback from PhD students should be sought; and the ‘quality assurance infrastructure’ and leadership of quality at the university. Among the conclusions of the study were that the collegial dimension of quality is not necessarily benign; that a longitudinal dimension of quality provides a useful additional perspective; that dysfunction exists on the part of both auditor and auditee; and that engagement with audit recommendations was more likely in the context of other systemic factors. The thesis concludes with suggestions for the agency and the case-study institution.</p>

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Student Academic Freedom: Chimera or Realpolitik Requiring Serious Attention in an Era of Student Consumerism

Cited by 2 publications

References 51 publications

Student Support Services

Student Support Services

What factors influence engagement with academic audit and implementation of audit recommendations?

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