The common good and academic freedom in Poland

Szadkowski, Krystian; Krzeski, Jakub

doi:10.1111/hequ.12349

Higher Education Quarterly

2021

DOI: 10.1111/hequ.12349

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The common good and academic freedom in Poland

Krystian Szadkowski

Jakub Krzeski

Abstract: This article addresses the inadequacy of the universal approach to academic freedom, which fails to account for the extent to which academic freedom can be exercised. Instead of considering the fixed meaning of academic freedom, the article proposes a relational approach. One that focuses on the relation between academic freedom and the common good, as particular articulations of academic freedom are legitimized through reference to the quasi‐universal concept of the common good. To ground this argument, the a… Show more

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Cited by 3 publications

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For the society as a whole: higher education and the public good in Poland

Szadkowski

2024

High Educ

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Using a qualitative case study of the Polish higher education system, the article problematises the relationship between higher education and the public good. It emerges from an international comparative study including 11 national cases and contributes to the growing body of literature on the cultural specificities of the public good(s) in national higher education systems. Seeing the public good as a holistic ideal, transcendent to the higher education reality, it traces different meanings with which it is filled by main actors of the system: policymakers, representatives of collegial bodies, faculty and managers at two public universities (33 semi-structured interviews). The article discusses the public good in Poland in four areas: its general definition, the state’s role in higher education, and national and global contributions. Contradictions exposed in the study of Polish higher education’s discourses on the public good (national vs. global; state vs. academic community; mass higher education vs. elite higher education) serve the purpose of further elaborating the concept.

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For the society as a whole: higher education and the public good in Poland

Szadkowski

2024

High Educ

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Introduction to the Special Issue: ‘The public good of higher education: A comparative study’

Brewis,

Marginson

2024

High Educ

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The Special Issue provides the first consolidated outcomes from a large cross-country research project, conducted by the UK-based Centre for Global Higher Education, on the contributions of higher education to public good outcomes. The public good outcomes of higher education are outcomes other than private pecuniary benefits like individual earnings, employment or social status: (a) shared collective social goods, such as the contributions of higher education to social tolerance, or democratic governance and (b) non-pecuniary individual goods such as the lifetime contribution of higher education to the subjectification (self-formation) of students and to their socialisation as citizens in relational settings. This non-pecuniary domain is underplayed or hidden in those economic policies in the Anglosphere that imagine social life in exclusively transactional terms and model students as consumers, universities as businesses and higher education systems as competitive markets, suggesting the need to move beyond the Anglosphere. The research studies reported here compare approaches to public good outcomes (or their nearest lexical equivalents) in Chile, China, Finland, France, Japan and Poland, as well as Canada and England. This introduction explains the project and presents the country studies, also acknowledging the limitations of the research. It concludes with a summary of the research outcomes across the eight countries, including similarities and differences, and a generic transpositional analysis that integrates the separate findings into a single overall picture of the contribution of higher education to the public good in the eight countries.

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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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The common good and academic freedom in Poland

Cited by 3 publications

References 50 publications

For the society as a whole: higher education and the public good in Poland

For the society as a whole: higher education and the public good in Poland

Introduction to the Special Issue: ‘The public good of higher education: A comparative study’

Academic Freedom as a Defensive Right

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