Since the heyday of the student movement in the late 1960s policy decisions in the United Kingdom have mostly pushed universities into neoliberal boxes that ill-fit the needs of students and the society at large, argues Hugo Radice.
This is an extract from a speech made by Valerie Amos, director of the SOAS, for the Menzies Oration on Higher Education at the University of Melbourne on September 14.
The boundaries of academic freedom in the US have shifted, argues Sam Binkley. What is at stake now is not only the freedom to think, speak and generate knowledge, but the freedom, even the requirement that one becomes a certain kind of person in order to think and speak in certain kinds of ways.
Pushing for a lecture to be cancelled, or disrupted so that it is either postponed on health and safety grounds, or goes ahead but speakers are unable to be heard, is censorship, argues Jo Williams, and it is to the detriment of all within universities and wider society alike.
An introduction to a series of short essays exploring contemporary issues of academic freedom from a range of perspectives, focusing both on British and international trends.
The right of academic freedom are often called upon, but the responsibilities of that same freedom are less often summoned. In the wake of Goffman and Hunt, Bohannan and Stapel, it’s time to rectify that imbalance.
Cathy Sandeen, chancellor of University of Wisconsin Colleges and the University of Wisconsin-Extension, argues that universities need to be more honest on how academic freedom applies to different teaching roles in an environment where tenure is no longer a given.
Leading academics and influential authors worldwide have signaled their concern by signing a statement backing academic freedom as a special issue of ‘Index on Censorship’ examines the threats facing universities.
Drawing on discussions with academics who have oriented their work around public engagement and social impact, Daniel Pearson suggests these academics present an opportunity to rethink the existing structures of reward and recognition in higher education. “We are, as a species, addicted to story,” says English professor Jonathan Gottschall in his book, The Storytelling Animal. “Even when the […] Tom Burns, whose combination of play — and plays – with teaching in higher education added a light, collaborative and engaging model […] A 2024 report by the National Academies explores the latest advances in artificial intelligence (AI) technology and their potential effects on economic productivity, job stability, and income inequality. It also highlights key research opportunities and data needs to help workers and policymakers adapt to the evolving AI landscape. In this post, co-authors Frank T. Piller, Tucker J. Marion, and Mahdi Srour reflect on the inspiration behind their research article, “Generative […] During the final stages of editing the proofs for Artificial Intelligence and Work: Transforming Work, Organizations, and Society in an Age of Insecurity, […]
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Impact
Young Scholars Can’t Take the Field in Game of Academic Metrics
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Canada’s Storytellers Challenge Seeks Compelling Narratives About Student Research
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Tom Burns, 1959-2024: A Pioneer in Learning Development
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Innovation
NAS Report Examines Nexus of AI and Workplace
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When Do You Need to Trust a GenAI’s Input to Your Innovation Process?
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The Authors of ‘Artificial Intelligence and Work’ on Future Risk
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