AECHE Amman 2014 1

‘no safe change without values’

The key roles of academic freedom and integrity

AECHEAmman 2014Sijbolt Noorda

President Magna Charta Observatory

AECHE Amman 2014 2

what is magna charta?

• The Magna Charta Observatory of Fundamental University Values and Rights is a non-profit organisation based on the Magna Charta declaration of 1988, founded by the University of Bologna and the European University Association (EUA)

• From its beginnings it wished to become a worldwide program and project

AECHE Amman 2014 3

we are serving and representing a community of signatories

• B. INSTITUTIONAL NORMS AND VALUES • 29. Describe the mission and the vision of the University (official, as reflected in

the Statute or the Senate minutes) • 30. Describe the institutional policy with respect to academic freedom. What are

your institutional standards and guidelines related to academic freedom? • 31. Describe the institutional autonomy of your university vis-à-vis national and

founding authorities and the accountability measures that go along with these autonomy types.

• 32. Does the implementation of academic freedom and of institutional autonomy

meet any difficulties in your university?

AECHE Amman 2014 4

subscribing to basic principles

‘ The university is an autonomous institution at the heart of societies differently organised becauseof geography and historical heritage; it produces, examines, appraises and hands down culture by research and teaching. To meet the needs of the world around it, its research and teaching must be morally and intellectually independent of all political authority and economic power.’[Magna Charta Universitatum]

AECHE Amman 2014 5

come and join the movement!

• it’s our ambition to be active and relevant worldwide, in many diverse regions and in various ways

• not as a hierarchy or a court of law, but rather as a community of university people

• willing to dedicate their knowledge and creativity to finding ways ahead

AECHE Amman 2014 6

two cases

1. academic independence and integrity in terms of institutional statutes, strategies and leadership

2. academic independence and integrity in terms of academic skills and competences

AECHE Amman 2014 7

case #1

academic independence and integrity in terms of institutional statutes, strategies and leadership

foundational qualities – not an elitist privilege

meant to enable teaching & learning and research, to serve society – not an excuse for ivory towers or authoritarian leadership styles

AECHE Amman 2014 8

it is a program, not a given

• for universities these qualities are crucial, so a) they must be granted to them,

• Societies (governments; political, religious or ethnic groups; businesses; private owners) should realize that without these qualities universities cannot be and deliver what they should be and deliver

AECHE Amman 2014 9

it is a program, not a given

• for universities these qualities are crucial, so b) they need good and regular in-house maintenance

• independence and integrity should be practiced and protected at all levels

• faculty and students should realize freedom is no excuse for ‘everything goes’

AECHE Amman 2014 10

Hosram Badrawi (Bologna 2007)

• ‘academic freedom is the intellectual and creative foundation of the university’

• ‘faculty are expected to pursue truth and knowledge and are conferred the right to research, teach and discuss any topic without being subject to university or system discipline or censorship. However, teaching staff – as well as administrators – are expected to prize accuracy, to exercise appropriate self control, to show respect for the opinions of others, and thus ensure the academic freedom of students and their rights of access to the university’

AECHE Amman 2014 11

responsibilities

• ‘a college or a university is simply an institution of higher learning’ (‘not a business or an industry, not a political party or a social service, not a religion nor a mosque’)

• this implies a clear set of responsibilities, partly to the positive, partly to the negative (go for fair analysis and unbiased inquiry, avoid conflicts of interest and personal gain)

• these cannot be maintained solely on a private moral base, but must have an institutional base

AECHE Amman 2014 12

case # 2academic independence and integrity in terms of academic skills and competences

these qualities or values are crucial in teaching and learning, a) because admission officers, teaching staff and

examiners should treat students fairly, and b) because of the educational value of these

qualities: students should learn and acquire them

AECHE Amman 2014 13

the value of academic skills

• in many societies there are signs that graduates often lack the desired academic qualities of graduates

• as a consequence of a narrowing reductionist approach of HE?

• or as a corollary of mass enrolment in HE?• or of new demands from society?

AECHE Amman 2014 14

sustainable competences

• we should seriously be asking whether the competences of our graduates will be sustainable during their careers

• and be in line with the needs of our (future) societies

AECHE Amman 2014 15

what is going on in society that (re-)defines demand?

• growing complexities & social dynamics• trust crisis & quest for integrity, transparency,

openness and accountability• grand challenges requiring new ways of

multidisciplinary thinking• globalization, culture blending & parochialism• increasing competition & volatility• et cetera

AECHE Amman 2014 16

what is going on in society that (re-)defines demand?

• such trends are not only relevant to women and men in a relatively limited number of leadership positions

• they affect many professions and responsibilities at various levels

• and therefore should (re-)define ambitions and goals in higher education

AECHE Amman 2014 17

the academic version of 21st century skills

• academic skills, in terms of powers of thinking and argumentation, intellectual independence & drive to inquire

• scientific integrity, in terms of working with evidence, sources, methods & colleagues

• professional ethics, as part of socialization & the ability to handle risks and complexities

• civic qualities, in terms of public interest & world citizenship

AECHE Amman 2014 18

Magna Charta Universitatum

• in 1988 hundreds of European universities signed the Magna Charta

• since then many more have done so• convinced of the value of autonomy, academic

values and integrity for academia• more than a conviction, a signature and a

statement is needed: maintenance and regular updating

AECHE Amman 2014 19

Magna Charta Universitatum

• universities worldwide (should) engage in critical self-analysis and strategic value development

• the long time sustainability of academia is at stake

• in our Magna Charta community we discuss these issues and share good practices in regional and international meetings

• like this September in Uppsala, Sweden

AECHE Amman 2014 20

Magna Charta Universitatum

• I warmly invite you to join this meeting • and hope to see many of you this September

in Uppsala, Sweden• and find out that it makes sense to become

part of our community

• http://www.uu.se/en/magnacharta

AECHE Amman 2014 21