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Статті в журналах з теми "Academic freedoms"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

MOKLIAK, V. "INTERNATIONAL LEGAL REGULATION OF ACADEMIC FREEDOMS AS AN ESSENTIAL CHARACTERISTIC OF THE AUTONOMY OF A HIGHER EDUCATIONAL ESTABLISHMENT." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 20 (November 22, 2017): 172–78. http://dx.doi.org/10.33989/2075-146x.2017.20.209804.

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Анотація:

Academic freedom is a part of international educational law. It is interpreted as the principle on which the activities of leading world universities are built. Academic freedom dates back to the time of the emergence of universities and is closely linked to their autonomy and corporate rights. The University operates in the free influence environment. Its activities are designed to encourage researchers to have their critical and optimistic view of the monolith and unity of knowledge, so that they are aware of the values of human experience from the position of the university, and eventually

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2

Stevens, Sean T., Lee Jussim, and Nathan Honeycutt. "Scholarship Suppression: Theoretical Perspectives and Emerging Trends." Societies 10, no. 4 (2020): 82. http://dx.doi.org/10.3390/soc10040082.

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Анотація:

This paper explores the suppression of ideas within an academic scholarship by academics, either by self-suppression or because of the efforts of other academics. Legal, moral, and social issues distinguishing freedom of speech, freedom of inquiry, and academic freedom are reviewed. How these freedoms and protections can come into tension is then explored by an analysis of denunciation mobs that exercise their legal free speech rights to call for punishing scholars who express ideas they disapprove of and condemn. When successful, these efforts, which constitute legally protected speech, will

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3

Smoleń, Paweł, and Marzena Świstak. "The Evolution of Modern Standards of Academic Freedoms In Poland." Roczniki Humanistyczne 72, no. 2 (2024): 143–64. http://dx.doi.org/10.18290/rh24722.8.

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The various forms of academic freedom are an integral and necessary component of modern academia. This does not mean, however, that they can be easily framed in static terms. Being closely connected with all academic life, those forms, as it were, are intrinsically subject to the same constraints and the pressures of the environment as the university itself. Another difficulty in precisely defining this phenomenon stems from terminological ambiguity. Additionally, both levels of the primary sources of the law are crucial here, i.e. the Constitution in the first place and the so-called “ordinar

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4

Ballim, Yunus. "The place of teaching, learning and student development in a framework of academic freedom: Attending to the negative freedoms of our students." Journal of Education, no. 89 (January 10, 2023): 1–15. http://dx.doi.org/10.17159/2520-9868/i89a10.

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In this paper, I argue for approaches to teaching, learning, and student development to be considered as important facets of the way in which the principles of academic freedom are conceptualised at university. The idea of academic freedom has been significantly expanded and better nuanced, particularly in its meaning at South African universities in the post-apartheid years, than the earlier T. B. Davie formulation that is more strongly focused on institutional autonomy aspects of academic freedom. Considerations of institutional autonomy relate to the positive freedoms that universities are

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5

Garratt, Dean, and Linda Hammersley-Fletcher. "Academic Identities in Flux: Ambivalent Articulations in a Post-1992 University." Power and Education 1, no. 3 (2009): 307–18. http://dx.doi.org/10.2304/power.2009.1.3.307.

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The discourse of power and agency in higher education (HE) is strongly linked to political notions of autonomy and ‘academic freedom’. Recently, however, such notions have been impacted by sustained and ongoing sector-wide reform. With various checks and balances of accountability, surveillance and new forms of regulation, this has led to a reformulation of the academic habitus, creating turbulent sites of struggle and contestation. The intrusion of new targets and technologies has in turn challenged the intellectual freedoms of academics, promoting new vistas of empowerment and constraint. Ch

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6

Овчинникова, Ю. В. "Академические свободы в системе конституционных прав и свобод". СОВРЕМЕННОЕ ПРАВО, № 7-8 (19 серпня 2019): 28–32. https://doi.org/10.25799/ni.2019.19.75.020.

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Анотація:

В статье проводится анализ правового института академических свобод. Опираясь на международные акты, российское законодательство, научные подходы к классификации прав человека, автор определяет место институциональной автономии, свободы преподавания, свободы учения, свободы научных исследований в системе прав и свобод человека в целом. Констатируется, что академическая свобода относится к числу культурных специальных прав человека, не зависит от гражданства, может принадлежать как отдельному лицу, так и академическому сообществу. Выстраиваются взаимосвязи академической свободы с такими смежным

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7

Belkin, Mark, and Julia Iurynets. "Administrative and legal guarantees of academic freedoms as freedom of expression." Juridical Sciences and Education 52, no. 52 (2017): 103–25. http://dx.doi.org/10.25108/2304-1730-1749.iolr.2017.52.78-125.

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8

POPESCU, Corneliu-Liviu. "La liberté académique et / ou / contre l’autonomie des universités en Roumanie." Analele Universitării din București Drept, no. 2024 (November 19, 2024): 50–58. https://doi.org/10.31178/aubd/2024.04.

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Academic freedom for academics and university autonomy together constitute the university freedoms born of the European tradition and represent important democratic values. These two values are autonomous, but they act together and normally live in peace, although conflicts between them cannot be excluded. As these two values are hierarchical, and despite the fact that in Romanian law it is only university autonomy that has an express constitutional consecration and is qualified as a component element of the fundamental right to education, European human rights law enshrines academic freedom a

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9

Alston, Ken. "The right to academic freedom in South African schools." Acta Academica: Critical views on society, culture and politics 39, no. 2 (2007): 158–79. https://doi.org/10.38140/aa.v39i2.1144.

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Анотація:

The right to academic freedom is a contested one, often held to exist only in the context of tertiary education. However, the South African Constitution imposes no such restriction: Section 16(1)(d) declares that everyone has the right to academic freedom. This article presents and seeks to substantiate the case for the application of academic freedom in the school context, and specifically within secondary education. Freedom of expression, which includes academic freedom, may be said to be a freedom without which other freedoms could not survive. The specific element of expression, the right

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10

Kronfeldner, Maria. "2. On How to Distinguish Critique from an Infringement of Academic Freedom." Philosophy and Theory in Higher Education 5, no. 2 (2023): 243–68. http://dx.doi.org/10.3726/ptihe.022023.0243.

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Abstract To have a well-functioning principle of academic freedom, we need to distinguish critique from an infringement of academic freedom. To achieve this goal, this paper presents three necessary conditions for something to be an infringement of academic freedom. These conditions allow to delineate cases in which at least one of the three conditions is not fulfilled. These are contrast cases that might – at first glance – look like infringements of academic freedom but are, in fact, not so. I will refer to five such kinds of contrast cases: (1) discrimination and thus a more general kind of

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11

Lesch, Ann Mosely. "Promoting Academic Freedom: Risks and Responsibilities (1995 MESA Presidential Address)." Middle East Studies Association Bulletin 30, no. 1 (1996): 1–9. http://dx.doi.org/10.1017/s0026318400032971.

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Анотація:

As we gather for our annual conference that is held this year on the eve of International Human Rights Day, it is appropriate for us to reflect on our need to protect academic freedom. As members of MESA, we are part of a global community of scholars. We have a special responsibility to uphold the principle of academic freedom both at home and abroad. The freedoms to conduct research, to teach and to communicate are fundamental to our professional lives. Moreover, we—as academicians—have a special “obligation to promote conditions of free inquiry and to further public understanding of academic

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12

Summak, M. Semih. "Academic Human Rights and Freedoms in Turkey." Educational Forum 62, no. 1 (1998): 32–39. http://dx.doi.org/10.1080/00131729708982678.

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13

Ismailova, D. T., G. O. Abisheva, N. T. Ismailova, R. N. Bisenbaeva, and S. S. Mazhikeeva. "COMMUNICATIVE COMPETENCIES – MODERN INSTRUMENTS UNDER ACADEMIC FREEDOMS." REPORTS 6, no. 328 (2019): 141–49. http://dx.doi.org/10.32014/2019.2518-1483.180.

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14

Stipkovits, Tamás István. "The freedom of research and university autonomy from the viewpoint of technology transfer according to the law of Hungary and Austria (Styria) and Germany (Brandenburg)." Studia Juridica et Politica Jaurinensia 11, no. 2 (2024): 25–44. https://doi.org/10.71100/studia.2024.2.3.

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Анотація:

This study explores the evolving dynamics of university autonomy and the freedom of research considering increasing expectations for technology transfer within higher education institutions. Focusing on Hungary, Austria (Styria), and Germany (Brandenburg), the paper provides a comparative legal analysis of how these Central European jurisdictions reconcile traditional academic freedoms with the modern entrepreneurial role of universities. It addresses how constitutional provisions, higher education laws, and patent regulations shape institutional and individual rights in the context of academi

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15

Khan, Khatib Ahmad, Danabekova Aigerim, and Yansheng Wu. "Do Countries Need Religious and Educational Freedoms to Achieve Prosperity?" Religions 14, no. 1 (2023): 112. http://dx.doi.org/10.3390/rel14010112.

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Анотація:

This study examines the impact of religious and educational freedoms on prosperity. The system GMM model is applied by using the data of 45 lower-, middle-, and high-income countries from 2009 to 2018. The results show that religious and academic freedoms are positively and statistically significantly associated with prosperity. It is revealed from the results that the lagged impact of both religious and education freedoms has a higher impact on prosperity than the current level of both variables. Interestingly, the interaction term between academic and religious freedom is also positive and s

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16

Vlasenko, Fedir, Yevheniia Levcheniuk, and Ruslana Atashkadeh. "ACADEMIC CULTURE OF GENDER TOLERANCE IN THE EDUCATIONAL REALM." Sophia. Human and Religious Studies Bulletin 19, no. 1 (2022): 51–54. http://dx.doi.org/10.17721/sophia.2022.19.11.

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The main objective is to develop an academic culture of gender tolerance as a basis for the protection of the rights and freedoms of gender minorities in the educational realm. In today's conditions (including pandemics, rapid development of information and communication technologies, etc.) there is a need to actualize the issue of tolerance in human communication. The article is focused on the problem of gender tolerance, finding ways to develop the rights and freedom of gender minorities in the educational realm. It is noted that the formation of gender consciousness is a necessary condition

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17

Tulun, Teoman Ertuğrul. "Difficulty Of Studying Racism And Xenophobia In Modern Western European Academia: The Case Of France." Center For Eurasian Studies Research Paper Series, no. 5 (May 27, 2023): 10. https://doi.org/10.5281/zenodo.7976415.

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The French academic landscape has been increasingly confronted with contentious debates surrounding the concept of "Islamo-leftism" and the potential influence of foreign states in higher education and research institutions. This paper intends to provide a snapshot introduction to these issues, focusing on the role of key political figures, implications for the study of race and racism in academia, and potential consequences for academic freedom in France. In addition, a fact-finding mission initiated by the "Rassemblement des democrats, progressistes et independants (RDPI)&quot

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18

Patterson, Nancy C., and Prentice T. Chandler. "Free Speech in the Balance: What Do We Know About the Rights of Public School Teachers." Social Studies Research and Practice 3, no. 2 (2008): 90–102. http://dx.doi.org/10.1108/ssrp-02-2008-b0010.

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This paper presents an overview of what we have learned about the state of academic freedom in the public schools. It includes a rationale for the place of academic freedom in social studies classrooms, a perspective on the court system as recourse for teachers, and a call for action to protect our freedoms by alternative means. Based on a National Council for the Social Studies (NCSS) presentation by American Civil Liberties Union (ACLU) lawyer Fritz Mulhauser, the paper provides a thematic summary of case law and precedent as they stand at present, including speech outside of school, classro

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19

ZASLAVSKAYA, Maria, Larissa TITARENKO, and Pargev AVETISYAN. "Academic and Corporate Cultures in Modern University (A Case Study of Armenia and Belarus)." WISDOM 12, no. 1 (2019): 49–61. http://dx.doi.org/10.24234/wisdom.v12i1.241.

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Анотація:

Any reforms of modern education in the context of the Bologna principles somehow connected with the fundamental academic values and freedoms that guarantee institutional autonomy and social integrity of the universities. At the same time, post-soviet transformations of the higher education systems (HESs) often assume the introduction of the market-oriented approaches to meet the economic challenges that may contradict the traditional academic culture. On the basis of research data gleaned mainly from expert interviews in framework of case study in Armenia and Belarus, the authors analyze the o

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20

Anderson, Christopher. "New contract with DOE laboratories guarantees academic freedoms." Nature 360, no. 6401 (1992): 202. http://dx.doi.org/10.1038/360202a0.

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21

Kalu Obasi, Kalu,. "The American Dream: Its Echoes and Possibilities in Literary Discourse." English Linguistics Research 7, no. 1 (2018): 1. http://dx.doi.org/10.5430/elr.v7n1p1.

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The American Dream stems from the inaugural speech of President Franklin Roosevelt’s “Four Freedoms”(1941). The Four Freedoms envisaged an American society where the freedom of worship, freedom of speech, freedom of movement and the rights to life are enshrined, guaranteed, and accommodated. America has been clouded with numerous yearnings from all angles – politics, academic, economic, among other social upheavals for the enthronement of the Four Freedoms. Literary scholars have diminutively expressed the horrors of African Americans in various forms and shades, and have hopefully waited for

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22

Regan, John M. "The “O'Brien Ethic” as an Interpretative Problem." Journal of British Studies 52, no. 4 (2013): 908–39. http://dx.doi.org/10.1017/jbr.2013.179.

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AbstractThe necessity of adopting or redefining illiberal measures—such as torture, internment, or targeted-killings of terrorists—to protect states places burdens on the meaning of liberalism around the world. After 1969, liberal intellectual responses to the so-called Troubles in Northern Ireland identified two conflicted groups of Irish liberals. Then academic and politician Conor Cruise O'Brien attempted to reduce responses to the crisis to the choice between supporting the state and condoning terrorism. “Consenting liberals” compromised professional practices in the law, journalism, broad

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23

Rivoal, Isabelle, and Dimitra Kofti. "Editorial." Social Anthropology/Anthropologie Sociale 32, no. 2 (2024): v—viii. http://dx.doi.org/10.3167/saas.2024.320201.

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Анотація:

A growing concern about academic freedoms has recently resulted in the EASA General Assembly's December 2023 vote on a Motion to Create a Working Group on Human Rights and Academic Freedom, followed in February 2024 by the EASA executive's letter expressing direct concern after Professor Ghassan Hage's working relationship with the Max Planck Institute was terminated after misplaced accusations of racism and antisemitism. It is timely that the current issue opens up a space to discuss ethics, commitment, critique, authorship and truth seeking.

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24

Mokliak. "ORGANIZATIONAL AND ACADEMIC AUTONOMY OF KHARKIV IMPERATOR UNIVERSITY (1804-1835)." Scientific bulletin of KRHPA, no. 13 (January 17, 2020): 26–37. http://dx.doi.org/10.37835/2410-2075-2020-13-2.

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The peculiarities of the development of organizational and academic autonomy of Kharkiv Imperial University in 1804–1835 are highlighted. It is shown that during the specified period the dynamics of the university autonomy process was characterized by a decrease in independence. It is proved that during 1804–1814 the institution was characterized by a high level of personnel autonomy. There were appointment and dismissal of teachers and officials, training of professors), managerial and educational autonomy (opening schools, finding teachers, writing textbooks, attracting local funds for educa

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25

Ternovaya, L. O., and T. A. Mironova. "Freedom of speech in universities: between competence and geopolitics." Обозреватель–Observer, no. 1 (February 22, 2024): 77–86. http://dx.doi.org/10.48137/2074-2975_2024_1_77.

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Academic freedoms, including freedom of speech, were one of the fundamental pillars of the university system. They allowed the European medieval society to consolidate and form nation-states. But in their competition, freedom of speech was seen by the authorities as an obstacle to achieving world leadership. With the end of the Cold War, the perception of freedom of speech changed, on the one hand enhancing the freedom of movement of students, but on the other hand limiting it to a utilitarian approach to learning.

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26

Yavir, Vera Anatoliivna, and Denys Olegovich Markishev. "Academic Integrity: legislative regulation attempts in the context of Ukraine’s European integration." Alʹmanah prava, no. 15 (September 1, 2024): 189–94. https://doi.org/10.33663/2524-017x-2024-15-189-194.

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The article analyzes one of the legislative attempts to ensure academic integrity at the level of national legislation as a manifestation of legal overregulation, which is generally characteristic of Ukraine. The educational policy and transformation of Ukraine’s educational legislation are significantly influenced by the country’s European integration, which directly affects the education sector, and is also taking place in the context of war. One of the goals of the education and science reform at the current stage of state-building is the integration of Ukraine’s higher education and scienc

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27

Butler, Judith. "Academic Freedom in a Time of Destruction: Reconsidering Extramural Speech." Social Research: An International Quarterly 92, no. 2 (2025): 407–46. https://doi.org/10.1353/sor.2025.a961486.

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ABSTRACT: The protection of extramural speech is a part of academic freedom that has not been as extensively explored as other key components. Although extramural speech is not different in kind from constitutionally protected speech, it entails specific protections from retaliation by administrators, including censorship, suspension, and termination. It also contains some theoretical connections between the university and democratic life. Violations of extramural protections have escalated recently in light of university actions against protesters of Israeli state violence. The protection of

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28

Herbert, Anne, and Janne Tienari. "Transplanting tenure and the (re)construction of academic freedoms." Studies in Higher Education 38, no. 2 (2013): 157–73. http://dx.doi.org/10.1080/03075079.2011.569707.

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29

Thorp, H. Holden. "Universities are not political prizes." Science 374, no. 6573 (2021): 1301. http://dx.doi.org/10.1126/science.abn4724.

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Анотація:

Institutions of higher education are valued by democracies because of their civic goal—to foster in the next generation of citizens a regard for individual freedoms and rights, principled debates, and tolerance for opposing opinions. The leaders of these institutions are expected to demonstrate their commitment to these values by supporting academic freedom—the ability of faculty, staff, and students to challenge wisdom, explore new ideas, and advance knowledge through free inquiry. But lately, some university administrators have been responding to the ever more polarized political climate by

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30

O. F., Melnychuk. "Academic freedom: doctrinal and legislative scopes." Almanac of law: The role of legal doctrine in ensuring of human rights 11, no. 11 (2020): 63–69. http://dx.doi.org/10.33663/2524-017x-2020-11-11.

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The article outlines the status and importance of scientific research and legislative regulation of academic freedom. It is pointed out that academic freedom in the national constitutional and legal doctrine has been studied very insufficiently due to some destructive factors, including inertia and conservatism of the post-Soviet centralized system of educational management, closed academic environment, long-term lack of standardization of academic freedom in the Ukraine’s legislation, superficial comprehension of the academic freedom as a value in the academic environment and in Ukrainian soc

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31

Oleksiyenko, Anatoly. "On Politics in Comparative and International Higher Education." Revista Española de Educación Comparada, no. 40 (December 23, 2021): 50–68. http://dx.doi.org/10.5944/reec.40.2022.31203.

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Анотація:

This paper draws attention to key conundrums facing researchers of comparative and international higher education in the age of post-truth and resurgent authoritarianism. The analysis focuses on three salient concerns: world class-universities and academic freedom; power brokerage in the internationalisation of higher education; and challenges of intellectual leadership – that dominated research agendas in the field. Situated at the crossroads of major arguments in the literature and observations derived from academic praxis in the three areas, the critique sets out to explain how politics hav

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32

Ceci, Stephen J., Wendy M. Williams, and Katrin Mueller-Johnson. "Is tenure justified? An experimental study of faculty beliefs about tenure, promotion, and academic freedom." Behavioral and Brain Sciences 29, no. 6 (2006): 553–69. http://dx.doi.org/10.1017/s0140525x06009125.

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Анотація:

The behavioral sciences have come under attack for writings and speech that affront sensitivities. At such times, academic freedom and tenure are invoked to forestall efforts to censure and terminate jobs. We review the history and controversy surrounding academic freedom and tenure, and explore their meaning across different fields, at different institutions, and at different ranks. In a multifactoral experimental survey, 1,004 randomly selected faculty members from top-ranked institutions were asked how colleagues would typically respond when confronted with dilemmas concerning teaching, res

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33

В., М. Мокляк. "ПОРІВНЯЛЬНИЙ АНАЛІЗ ПОГЛЯДІВ ВІТЧИЗНЯНИХ ПРОФЕСОРІВ НА АВТОНОМІЮ УНІВЕРСИТЕТІВ (ХІХ – ПОЧАТОК ХХ СТОЛІТТЯ)". Теорія та методика навчання та виховання, № 42 (14 грудня 2017): 113–24. https://doi.org/10.5281/zenodo.1115933.

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<em>There was made a comparative analysis of the views on autonomy of universities of the domestic professors of the XIX </em><em>– </em><em>early XX centuries in the article. The support of the professors of autonomy and academic freedoms as a consequence of the contradictions that arose between the needs of higher education and the existing university management system has been proved. The views of individual professors (V. Vernadskyi, A. Famintsyn, E. Trubetskoi, K. Timiriaizev, D. Samokvasov, P. Vynogradov, F. Zelinskyi, etc.) on the autonomy of a higher educational institution in so

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34

Badley, Graham Francis. "Losing in the Funhouse? Winning in the Playhouse?" Qualitative Inquiry 25, no. 9-10 (2018): 1065–74. http://dx.doi.org/10.1177/1077800418787540.

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Анотація:

This article, autoethnography, my story or, preferably, reflective essay, relies on two metaphors. The first focuses on the university as an academic funhouse, a place of dialogue and ideas, espousing freedoms to learn, play, read, research, speak, teach, and even to offend. However, the notion of an academic funhouse in age of managerialism and neoliberalism is now difficult to sustain. The second metaphor is that of a global playhouse where post-academics may continue to pursue old interests and develop new ones. However, as all performers and writers and others contributing to the work and

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Hasanbegović, Jasminka. "Academic freedoms and dignity: The curious case of John Finnis' phobism." Anali Pravnog fakulteta u Beogradu 67, no. 3 (2019): 9–31. http://dx.doi.org/10.5937/analipfb1903009h.

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Tsibulnikova, V. E., and S. M. Sakharova. "Academic Rights of a Student as a Value of Education." Moscow Pedagogical Journal, no. 1 (December 27, 2023): 67–77. https://doi.org/10.18384/2949-4974-2024-1-67-77.

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Relevance. One of the traditional Russian values is the value of human rights and freedoms. There is a need to respect the rights of students, who are one of the most vulnerable social strata in need of special comprehensive protection, social and psychological assistance and legal support. It is the legal insecurity of students or the violation of their rights and freedoms that causes inappropriate behavior and the commission of offenses. In this regard, there is a need to identify the value-semantic internal position of students in relation to their academic rights.Aim. To consider the right

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LALONDE, SUZANNE. "The Right of Overflight above International Straits." Canadian Yearbook of international Law/Annuaire canadien de droit international 52 (October 2015): 35–76. http://dx.doi.org/10.1017/cyl.2015.16.

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AbstractThe legal status of the Northwest Passage (NWP) has been the subject of much debate in academic, government, and media circles. To date, much of this discussion has centred on the legal regime governing maritime navigation. However, the question of whether the NWP is subject to guaranteed freedoms or Canada’s unqualified sovereign control also involves the right of overflight. This article investigates the circumstances that led to the inclusion of the freedom of overflight in Part III of the United Nations Convention on the Law of the Sea. It then highlights some of the legal standard

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Noble, Denise. "Postcolonial Criticism, Transnational Identifications and the Hegemonies of Dancehall's Academic and Popular Performativities." Feminist Review 90, no. 1 (2008): 106–27. http://dx.doi.org/10.1057/fr.2008.40.

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Despite the unprecedented freedoms that decolonization has brought for many Black1 people – especially in specific regions of the African Diaspora – freedom and its fulfilment, adequate signs and contested meanings remain a preoccupation within Black cultural discourses and practices. At the same time, while political and cultural nationalisms have led to greater political and civil rights, racism has not been eradicated. Furthermore, the new postcolonial globalizations of capital, people and cultures have destabilized the collective identities that framed twentieth-century struggles for natio

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Agamirova, Ek V., N. V. Kosareva, El V. Agamirova, and N. A. Ulyakina. "IMPROVING THE QUALITY OF HIGHER EDUCATION IN THE SYSTEM OF STATE REGULATION." Современная высшая школа инновационный аспект, no. 3 (2021): 35–42. http://dx.doi.org/10.7442/2071-9620-2021-13-3-35-42.

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The article considers approaches to improving the quality of higher education in the system of state regulation. It is established that the reform of the educational system in the Russian Federation requires adequate changes in the internal management of universities, their transition to the principles of strategic planning, monitoring of the educational services market, personnel management, expansion of academic freedoms and academic mobility of all participants in the educational process.

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Cooper, Adam, and Ntimi Mtawa. "Comment on Yunus Ballim's "The place of teaching, learning and student development in a framework of academic freedom: Attending to the negative freedoms of our students"." Journal of Education, no. 89 (January 10, 2023): 1–6. http://dx.doi.org/10.17159/2520-9868/i89a11.

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In this commentary, we engage with Yunus Ballim's article in this issue that explores how academic freedom can enhance teaching, learning, and institutional culture in South African universities. Ballim uses the concept of negative freedom to show how the institutional culture and everyday practices of universities can play a vital role in shaping students' learning and development. Negative freedom is the degree to which an external power interferes or constrains the choices that people have, limiting the area of action in which they are free to be or do what they want. This creative approach

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Kleandrov, Mikhail I. "University Сourt: Historical and Legal Sketch (on the Example of the Court of the Imperial Dorpat University)". Rossijskoe pravosudie, № 8 (25 липня 2022): 39–49. http://dx.doi.org/10.37399/issn2072-909x.2022.8.39-49.

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The article briefly discusses various, domestic, unusual, from today’s point of view, types of judicial bodies, sometimes in the form of pseudo- and quasi-courts. According to the author, their appearance was due to the needs of a certain part of society in a fair, from the point of view of this part of society, justice. We are talking about the Soviet historical period – the courts of honor, criminal courts, etc. A judicial body such as the Moscow University Court, which was periodically created and abolished in the XVIII–XIX centuries, is also briefly considered. The main attention in the ar

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KUZNETSOVA, OLGA А. "Problems of implementation of academic freedoms of a teacher in professional lawyers training." Public Administration 21, no. 2 (118) (2019): 102–7. http://dx.doi.org/10.22394/2070-8378-2019-21-2-102-107.

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Khan, Anwar (Andy) N. "The Canadian Charter of Rights and Freedoms and Mandatory Retirement of Academic Employees." Journal of Individual Employment Rights 1, no. 4 (1992): 293–307. http://dx.doi.org/10.2190/n82d-eyy9-98wg-ufwh.

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Chankseliani, Maia, and Elizaveta Belkina. "Academic Exodus from Russia: Unravelling the Crisis." Journal of Comparative & International Higher Education 16, no. 3 (2024): 97–105. http://dx.doi.org/10.32674/jcihe.v16i3.6304.

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This paper explores the impact of the Russia-Ukraine war on Russia's academic sector, relying on the limited evidence available. The invasion has triggered an academic exodus from Russia, with immediate and far-reaching consequences. These consequences range from the interruption of ongoing research projects and termination of international collaborations to the emergence of an intellectual void, raising concerns about the future of academic pursuits in Russia. Conventional models for understanding academic mobility, which focus mainly on professional and economic incentives, prove inadequate

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Jemielniak, D., and D. J. Greenwood. "Wake Up or Perish: Neo-Liberalism, the Social Sciences, and Salvaging the Public University." Cultural Studies - Critical Methodologies 15, no. 1 (2013): 72–82. https://doi.org/10.1177/1532708613516430.

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Higher education around the world is currently undergoing a neo-liberal administrative takeover. The drive to reduce costs and increased bureaucratization do not serve any other purpose than increasing the power of the universities’ administration. The reasons for allowing this situation to happen are related to scholars’ inertia and subscribing to a belief that academia can and should be impractical. As a result, the emerging corporate university, McDonaldized model relies increasingly on contingent and deskilled faculty, effectively eliminating the traditional academic freedoms. We conclude

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Ćorić, Dragana. "Academic integrity: Concept, content and ways of violating it." Zbornik radova Pravnog fakulteta, Novi Sad 57, no. 1 (2023): 235–57. http://dx.doi.org/10.5937/zrpfns57-42343.

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Academic integrity is one of the most important pillars of higher education. It unites in itself the demand for perseverance and honesty in research that contributes to the development of science; request for collegial appreciation and respect for the work of members of the academic community, without discrimination, disparagement or denial of academic freedoms; request to spread a good ethical example of work and success only on the basis of honorable, honest and persistent work; and the requirement to accept minimum standards of ethical behavior that should protect all members of the academi

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Leemann, Regula Julia. "Free movement of people and capital and the standard of transnational academic mobility: Principles of governance in the European Research Area." European Educational Research Journal 17, no. 6 (2018): 857–76. http://dx.doi.org/10.1177/1474904118773946.

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The project of establishing a European community since World War II has been further advanced by adding - besides the four freedoms of free movement of goods, persons, services and capital - a fifth freedom – the free circulation of researchers, knowledge and technology – that intends to promote community building at the level of higher education and research and by creating of a European Research Area (ERA). Based on a study of academic careers of postdocs in Switzerland and secondary data, the paper aims to analyse the key governing principles implied in the standard of transnational academi

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Lidz, Victor. "Politics and the Academic Social Scientist; The Record of Talcott Parsons." American Sociologist 52, no. 1 (2021): 63–87. http://dx.doi.org/10.1007/s12108-021-09477-1.

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AbstractThe decline of interest among sociologists in the works of Talcott Parsons over the last several decades has been driven in substantial respects by a belief that he was personally conservative in his political views and that his theoretical formulations were rigidly tied to a conservative view of social order. The present paper reviews Parsons’ major political involvements through the course of his career from his student days through the last decade of his life. The review demonstrates that Parsons was a typical academic liberal of his time and that his liberalism was expressed especi

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Tuncer, Abdullah Murat. "Election as a Rector Appointment System in Turkish Universities; Academic freedom or autonomy?" International Journal of Research and Innovation in Social Science 06, no. 04 (2022): 273–76. http://dx.doi.org/10.47772/ijriss.2022.6417.

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Higher Education Council (YÖK) has been a controversial institution due to the military regime environment on the day it was founded. In November 1981, YÖK took its place in the 1982 constitution, whose principles and legal formation were revealed with the law numbered 2547. Before YÖK, the Law on Universities No. 4936, published in the Official Gazette on 18 June 1946, regulated the appointment of rectors by-election. The YÖK law, which was established according to the Constitution adopted on November 4, 1982, put an end to the process of appointing the rectors by-election. On July 7, 1992, a

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Naumkina, Svitlana, Oleksandra Popova, and Oleksandr Horbach. "POLITICAL ABSENTEEISM IN "LIBERAL DEMOCRACIES" AS AN ACADEMIC AND NORMATIVE PROBLEM." Baltic Journal of Economic Studies 8, no. 2 (2022): 121–26. http://dx.doi.org/10.30525/2256-0742/2022-8-2-121-126.

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The relevance of the study is determined by the significant and steady decline in the level of citizen participation in political and public life in recent decades in so-called liberal democracies, which cannot guarantee a fair value of political freedoms for all their members. In this light, the purpose of our study is to identify and reveal the problem areas of the study of "political absenteeism" in so-called liberal democracies. The study is based on a systemic and interdisciplinary approach, as well as on a critical approach, the use of which allowed to determine the relevance and origina

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