Terence Karran

Academic freedom: in justification of a universal ideal

This article examines the justification for, and benefits of, academic freedom to academics, students, universities and the world at large. It surveys the development of the concept of academic freedom within Europe, more especially the impact of the reforms at the University of Berlin instigated by Wilhelm von Humboldt. Following from this, the article examines the reasons why the various facets of academic freedom are important and why the principle should continue to be supported.

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 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 member states, this paper examines the problems in 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 national systems are usually criterion‐referenced, the 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, this paper proposes a re‐alignment of ECTS towards a criterion‐referenced system. Such a new syst...

Pan‐European Grading Scales: Lessons from National Systems and the ECTS

This article assesses the impact of the Bologna Process on the grading schemes of EU member countries. In light of some problems regarding the implementation of the European Credit Transfer system (ECTS), the author proposes further reforms and offers some elements of a unified grading system for European higher education. The author explores the variation among Europe’s grading systems and the resulting lessons learned are shared here. Lastly, this article also argues that principles of justice and fairness, deemed central to academic freedom, are best upheld by the use of a unified grading system at national and European levels.

ACADEMIC FREEDOM IN EUROPE: REVIEWING UNESCO'S RECOMMENDATION

ABSTRACT: This paper examines the compliance of universities in the European Union with the UNESCO Recommendation concerning the Status of Higher–Education Teaching Personnel, which deals primarily with protection for academic freedom. The paper briefly surveys the European genesis of the modern research university and academic freedom, before evaluating compliance with the UNESCO recommendation on institutional autonomy, academic freedom, university governance and tenure. Following from this, the paper examines the reasons for the generally low level of compliance with the UNESCO Recommendation within the EU states, and considers how such compliance could be improved.

Measuring academic freedom in Europe: a criterion referenced approach

ABSTRACT Using comparative data from 28 states within the European Union, this paper is a comprehensive assessment of the protection for, and (by extension) the health of, academic freedom in the universities of the nations of the European Union. The paper, extending previous work in this area, adopts a ‘bottom-up’ approach utilising 37 specific parameters that relate to international treaties, and national, constitutional, and legislative protection for academic freedom, along with legal regulations concerning institutional governance, the appointment of the rector, and the existence of academic tenure, in order to create a composite picture of the health of academic freedom in the universities within the European Union nations.

Caregivers’ interactions with health care services – mediator of stress or added strain? Experiences and perceptions of informal caregivers of people with dementia - A qualitative study.

Background There are an estimated 46.8 million people worldwide living with dementia in 2015, being cared for usually by family members or friends (informal caregivers). The challenges faced by informal caregivers often lead to increased levels of stress, burden and risk of care-recipient institutionalisation. Aim The overarching aim of this study was to explore the experiences and perceptions of informal caregivers of people with dementia when interacting with the health care system, and whether the support received acted as a mediator of caregiver stress. The secondary aim was to investigate healthcare professionals’ views and current practice regarding people with dementia and their interactions with informal caregivers. Method We employed a qualitative research design, using focus groups and one face-to-face interview with a purposive sample of informal caregivers and healthcare professionals in Lincolnshire, UK. Data were collected between March and July 2015. We used the stress-process model of stress in caregivers as a theoretical framework. Results We interviewed 18 caregivers and 17 healthcare professionals. Five themes, mapped to the stress-process in caregivers’ model, captured the main challenges faced by caregivers and the type of support they wanted from health care services. Primary stressors included the challenge of diagnosing dementia; caregivers’ needs and expectations of an in-depth knowledge and understanding of dementia from healthcare professionals; and need for carer education. Secondary role strain included lack of support and mismatch of communication and expectations. Caregiver involvement in monitoring care and disease was a potential mediator tool. Conclusions Fragmentation of dementia care services, lack of training for healthcare professionals and the dearth of information for caregivers means health care services are only partially fulfilling a support role. In turn, lack of support may be intensifying caregiver stress leading to worsening in their health and well-being; thus, potentially increasing the risk of institutionalisation of their care-recipient.

Academic freedom and its protection in the law of European states: measuring an international human right

Focusing on those countries that are members of the European Union, it may be noted that these countries are bound under international human rights agreements, such as the International Covenants on Civil and Political, and Economic, Social and Cultural Rights or the European Convention on Human Rights, to safeguard academic freedom under provisions providing for the right to freedom of expression, the right to education, and respect for ‘the freedom indispensable for scientific research.’ UNESCO’s Recommendation concerning the Status of Higher-Education Teaching Personnel, a ‘soft-law’ document of 1997, concretises international human rights requirements to be complied with to make the protection of the right to academic freedom effective. Relying on a set of human rights indicators, the present article assesses the extent to which the constitutions, laws on higher education, and other relevant legislation of eu states implement the Recommendation’s criteria. The situation of academic freedom in practice will not be assessed here. The results for the various countries have been quantified and countries ranked in accordance with ‘their performance.’ The assessment demonstrates that, overall, the state of the protection of the right to academic freedom in the law of European states is one of ‘ill-health.’ Institutional autonomy is being misconstrued as exhausting the concept of academic freedom, self-governance in higher education institutions sacrificed for ‘executive-style’ management, and employment security abrogated to cater for ‘changing employment needs’ in higher education

The composite theory : an African contribution to the academic freedom discourse

Abstract This article expounds the Composite Theory to define the parameters for the exercise of academic freedom in Africa, informed by its political, historical and cultural circumstances and expressed in the Dar es Salaam Declaration on Academic Freedom and Social Responsibility of Academics and the Kampala Declaration on Intellectual Freedom and Social Responsibility. This approach follows in the line of the Special Theory and General Theory postulated to justify the exercise and application of academic freedom in Germany and the United States of America, respectively. The Composite Theory contends that academic freedom in the African context should not only be seen in the narrow prism of protecting the rights of academics on and off the university campus. It includes a commitment to recognise and contribute to promoting the rights of other key actors in the academic freedom equation, to wit, students and the society as a fulfillment of the academic’s social responsibility. This role can be fulfilled both within and outside the university campus. Internally, academics shall respect students’ right to academic freedom and immerse knowledge-sharing in a democratic ethos. This approach will likely instil in the students respect for democracy, human rights and the rule of law, which they will carry away with them from the university into life within the society. Extramurally, equipped with their knowledge, skills and experience, African academics should take advantage of their privileged positions in society to leave their ivory towers and, where necessary, solidarise with other civil society actors to promote social transformation and human emancipation. This is the guaranteed way to protect academic freedom on the campuses.

Quality Criteria in Educational Research: Is Beauty More Important Than Popularity?

As noted by Scott, during the past decade, following the lead of moves in the USA and UK, national governments have scrutinised more closely the cost effectiveness and impact of research funding within higher education. Direct criticism of the overall quality of educational research has emerged, particularly in terms of its scientific rigour, its utility for practitioners, and the manner in which it is assessed. This contribution to the Companion explores the reasons why the quality of educational research has come to be so questioned, and examines a key discussion framework for assessing quality that has emerged from this debate. It then considers the merits of possible internal and external criteria for the worth of educational research, and the links between these criterial sets and the function and purpose of qualitative and quantitative approaches to educational research. Finally, the question of whether educational research is an art or a science is addressed.