Higher Education Studies

The experiences of students taking the same course by distance learning were compared when tuto-rial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated ...

This paper explores the cultural and organisational dimensions of academic life that lay the foundations for academic freedom. We briefly review the relationship between university autonomy and academic freedom, the relationship between ethics and freedom and the impact of increased commercialisation on scholarly independence, particularly how the increasing casualization of employment limits the freedom of academics to teach critically and publish freely. We examine the geopolitics of knowledge and how the hegemony of Western thinking frames dominant epistemologies and imposes constraints on academic freedom. We also explore the ways in which Cartesian rationalism underpins contemporary understanding of what constitutes valid knowledge, and how this can and does act as a constraint in what we come to know and study, not least in terms of values but also in terms of how caring (affective) relations impact research and teaching. Our paper highlights the silenced doxa in the organisation of the academy, including the impact of care-lessness on women and primary care givers in particular. We examine the social class biases in how higher education is organised, and how class exclusions are themselves constraints on being an academic or a student in a university. Finally, the paper illustrates the importance of distinguishing between the institutional autonomy of the university, the personal and professional freedoms of individual academics, and each of these from subject autonomy, namely the freedom of scholars to create and maintain new disciplinary fields, especially fields of scholarship that are critical and challenging of prevailing academic orthodoxies.

Research on how higher education institutions work with professional formation indicates that insufficient attention is currently paid to issues of professional responsibility and ethics. In the light of such findings, there is increasing concern about issues related to learning professional responsibility. This article concentrates on different meanings given to professional responsibility. Drawing on the idea of ‘social trustee professionalism’ and the recent rhetoric and practices of new public management, the concept of professional responsibility is deconstructed and discussed in light of the types of logic and implications generated by the use of the concepts of professional ‘responsibility’ and ‘accountability’. The analysis indicates that mechanisms of accountability seem to be ‘triumphing’ over responsibility in today’s governance systems. It is argued that we need to ‘bring professional responsibility back in’, to ensure that moral and societal responsibilities become the driving force for professionals while accounting systems support the overall purpose of professional work.