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2. A Comparative Analysis of Academic Freedom within Higher Education Institutions (HEIs) in India and the USA
- Author
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Saini, Ruchi
- Abstract
Despite having one of the largest and fastest-growing post-secondary sectors in the world, there has been increasing protest against the lack of academic freedom within HEIs in India in the past decade. This research study carries out a comparative analysis of academic freedom within HEIs in India and the U.S., with a specific focus on how the notion is formulated within key policy documents and the provisions to safeguard it. Preliminary data from the systematic review revealed that while policy documents within both the countries frame the notion along similar lines, various sections within the Indian Penal Code are used to criminalize useful dissent and freedom of expression within HEIs. The study recommends that in order to safeguard academic freedom in India, certain specific sections within the Indian Penal Code (Section 124A, Section-153A, Section-292, Section-295A) should be either repealed or reformulated so that they are not amenable to misuse by the government.
- Published
- 2020
3. Strategies for E-Learning in Universities. Research & Occasional Paper Series: CSHE.7.04
- Author
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California Univ., Berkeley. Center for Studies in Higher Education. and Curran, Chris
- Abstract
This paper examines the e-learning strategies adopted by universities, from the perspective of three common objectives: widening access to educational opportunity; enhancing the quality of learning; and reducing the cost of higher education. The discussion is illustrated by drawing on case studies of universities in Europe and the United States. It is concluded that the most striking characteristic of the e-learning strategies adopted by universities is their diversity, and inherent characteristic of adaptability in use and flexibility in application. The implicit compatibility with institutional aims suggests that the e-learning strategies universities adopt reflect, rather than influence, institutional ethos and that by virtue of the capacity to adapt to different contexts, e-learning may be more adaptable--and ultimately less threatening--to academic mores than some observers fear. (Contains 77 notes.)
- Published
- 2004
4. The Implementation of Conflicting Interests in Higher Education. Comparative Higher Education Research Group Working Paper Number 3.
- Author
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California Univ., Los Angeles. Graduate School of Education and Rhoades, Gary
- Abstract
A comparative analysis of the process by which conflicting interests are implemented in the higher education systems of the United States, England, Sweden, and France is presented. Attention is also directed to differentiation in these systems, and to the systems' receptiveness to such differentiation (i.e., splitting up existing functions, or adopting new, distinct roles for higher education). Although focus was on the varied roles of the state with respect to differentiation, consideration was given to the power relations of groups and the ways in which particular systems promoted the access of certain groups to the policy-making process. Implementation of the sometimes conflicting interests of social justice, competence, academic freedom, autonomy, or accountability is basically a matter of relations between the higher education system and society. The key to the flexibility of the system, to its receptiveness to differentiation, appears to be the balance of the relationship (or the power differential) between the academic profession and the laity. In addition, the commitment of the academic profession to challenging interest interpretations and emphases introduced from outside the higher education system is important. The contrasting cases of Sweden and France reveal that state intervention is sometimes necessary to ensure the responsiveness of higher education to market demands. A strong legislative branch in government seems to be especially conducive to the openness of the system to access by lay groups, particularly in the policy-making realm. (SW)
- Published
- 1982
5. Beyond Reason
- Author
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Grabar, Mary
- Abstract
The agenda of "A Crucible Moment: College Learning & Democracy's Future," "commissioned," "funded," and "nurtured" by the U.S. Department of Education, is nothing less than an attempt to implement a "transformation" of America by "transform[ing] current academic norms about what counts as scholarship." The author suggests that people may remember this document as the federal government's official announcement of the death of true scholarship and independent thought. The aims of what is presented as civic education are stated clearly by project directors as well as the many other individuals who contributed in different capacities to producing the report. They are to "eliminate persistent inequalities, especially those in the United States determined by income and race, in order to secure the country's economic and civic future" and to address the "pressing issues" of "growing global economic inequalities, climate change and environmental degradation, lack of access to quality health care, economic volatility, and more," all deemed "transformations necessary for this generation." (Contains 4 footnotes.)
- Published
- 2012
- Full Text
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6. Potential Benefits of Reciprocity between Sinic and Anglo-American Values in Higher Education
- Author
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Hayhoe, Ruth
- Abstract
This paper was invited as a commentary on the keynote paper for this special issue by Simon Marginson and Lili Yang. The paper begins by noting the importance of a fully balanced approach to comparison in higher education, that gives equal value and weight to Sinic and Anglo-American views by adopting a transpositional approach and also recognising the linguistic challenges involved. It then considers strengths of the Sinic approach and of the contrasting Anglo-American approach and their outcomes over history, using a frame drawn from recent work by Francis Fukuyama. Finally it turns to weaknesses on both sides, and ways in which learning from the other could make a difference. [For Marginson and Yang's, "Individual and Collective Outcomes of Higher Education: A Comparison of Anglo-American and Chinese Approaches," see EJ1323341.]
- Published
- 2022
- Full Text
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7. An Analysis of Governance Models of Research Universities in Selected Countries: Lessons Learned
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Xiao, Hong Ying and Chan, Tak Cheung
- Abstract
The purpose of this paper is to identify the special features of the governance structures of research universities in four western countries: the United States, Germany, the United Kingdom and France. Conceptual framework was laid out as groundwork of the paper. Scholarly work of known authors in higher education governance was reviewed with major features of the governance of the research universities of these countries identified and discussed with reflection of the conceptual framework. It was found in common that major research universities have (1) governance structure with responsibilities of components specifically defined; (2) distinct separation of business affairs and academic work; (3) good collaboration among the entities of their governance structure; and (4) great respect for academic freedom and independence.
- Published
- 2020
8. Glocal Education in Practice: Teaching, Researching, and Citizenship. BCES Conference Books, Volume 17
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, De Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, De Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains selected papers submitted to the 17th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The 17th BCES Conference theme is "Glocal Education in Practice: Teaching, Researching, and Citizenship." Some selected papers submitted to the pre-conference International Symposium on "30 Years since the Fall of the Berlin Wall" are also included in this volume. The book includes 34 papers written by 69 authors from 20 countries. The volume starts with an introductory piece by the keynote speaker Ewelina Niemczyk. The other 34 papers are divided into 7 parts: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; (6) Research Education & Research Practice; and (7) Thirty Years Since the Fall of the Berlin Wall: Educational Reforms Worldwide. Glocal education is the main term in this volume discussed from theoretical, methodological and empirical points of view. Most papers directly or circuitously refer to glocal education in teaching, learning, researching, and citizenship. Different profound and well defended opinions on glocal education can be seen in the volume. After viewing all papers in this volume, readers will likely consider it a valuable source for interesting studies on various educational problems in the light of globalization, localization, internationalization, and glocalization. [For Volume 16 proceedings, see ED586117.]
- Published
- 2019
9. An Analysis of Factors which Led to the Dominance of Scholarship as Compared with Teaching and Outreach Activities in Land Grant Institutions.
- Author
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Kozoll, Charles E.
- Abstract
According to the author, service or outreach activities by faculty members at research oriented institutions, including land-grant ones, typically go unregarded, with the most highly esteemed effort being productive scholarship (through such endeavors as journal articles, papers, and research grants), teaching being of secondary importance. In this paper, the author analyzes the factors which established the dominance of scholarship in American higher education. Particular attention is paid to a 40-year period following the Civil War, when the nature and diversity of universities was becoming clear. Events in this century, leading up to World War I are also analyzed. The rhetoric which advocated service and practicality in courses is compared with emerging tendencies of faculty members to concentrate on discipline oriented research. Effects of the German university model and the emergence and recognition of scientific inquiry are examined. Particular attention is given to alienation of faculty members from a growing materialism in American society, with the intention of determining what effect, if any, this tendency had on outreach by faculty members. The search for themes in the post-Civil War period is tied to an examination of two land grant institutions--the Universities of Georgia and Illinois. (Author/SH)
- Published
- 1977
10. Higher Education Collective Bargaining: Back to 'CB' Basics. Proceedings of the Annual Conference of the National Center for the Study of Collective Bargaining in Higher Education and the Professions. School of Public Affairs, Baruch College (24th, New York, New York, April 1996).
- Author
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City Univ. of New York, NY. Bernard Baruch Coll. National Center for the Study of Collective Bargaining in Higher Education and the Professions. and Johnson, Beth Hillman
- Abstract
This collection of 18 papers review the fundamentals in collective bargaining in higher education. Areas discussed include arbitration, grievance preparation, the collective bargaining process, diversity, technology, staff bargaining, and faculty and staff participation in employee involvement schemes. An annual legal update is included. The papers are: (1) "Higher Education Collective Bargaining: Issues for the 21st Century" (Stephen Trachtenberg); (2) "Higher Education Unions in a Time of Change: Collective Bargaining and Affirmative Action" (Terry Jones); (3) "Recent Trends in Collective Bargaining in Canada" (Donald C. Savage); (4) "Reflections Upon 25 Years of Faculty Unionism" (Arnold Cantor); (5) "Compulsory Arbitration of Discrimination Claims under Collective Bargaining Agreements" (Nicholas DiGiovanni, Jr.); (6) "Arbitration in Faculty Higher Education" (Nicholas Russo); (7) "Grievance Preparation From the Union Perspective" (C. J. Elder); (8) "Grievance Preparation: A Management Perspective" (Esther Liebert); (9) A Union View of Faculty Collective Bargaining at the Two-Year Institution" (James Rice); (10) "A President Speaks on Faculty Collective Bargaining at the Two-Year Institution" (Salvatore G. Rotella); (11) "Bargaining Under the Shadow of Yeshiva at Hofstra University" (Estelle S. Gellman); (12) "Faculty Collective Bargaining at Adelphi University" (Stephen Goldberg); (13) "A Genuine System of Collegiality Would Tend to Confound Us" (George Sutton); (14) Staff Collective Bargaining in the California State University: Ending the Cycle of Non-stop Bargaining" (Samuel A. Strafaci); (15) "Staff Bargaining in Higher Education" (Brenda Richardson Malone); (16) "Participation in Decision-making in Higher Education: Oxymoron or Opportunity?" (Walter J. Gershenfeld); (17) "The Management Perspective" (Ira Michael Shepard); (18) "The Union Perspective" (David J. Strom and Stephanie Baxter). (LEE)
- Published
- 1996
11. Higher Education Collective Bargaining during a Period of Change. Proceedings of the Annual Conference (22nd, New York, New York, April 18-19, 1994).
- Author
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City Univ. of New York, NY. Bernard Baruch Coll. National Center for the Study of Collective Bargaining in Higher Education and the Professions., Annunziato, Frank R., Johnson, Beth H., Annunziato, Frank R., Johnson, Beth H., and City Univ. of New York, NY. Bernard Baruch Coll. National Center for the Study of Collective Bargaining in Higher Education and the Professions.
- Abstract
This collection of 25 papers addresses current issues related to collective bargaining in higher education. The papers include: (1) "Higher Education Today" (Keith Geiger); (2) "Political Correctness, Academic Freedom, and Academic Unionism: Introductory Comments" (Matthew Goldstein); (3) "Academic Freedom and Campus Controversies: Separating Repressive Strategies from Unpopular Ideas" (Linda Ray Pratt); (4) "The Impact of Clinton's Health Care Proposal on Higher Education" (VirginiaAnn Shadwick); (5) "Health Care Workers and Health Care Reform" (Dennis Rivera); (6) "The Fiscal and Political Stresses Plaguing Higher Education Today" (Sean Fanelli); (7) "Partnerships in Uncertain Times: The California State University and the California Faculty Association" (VirginiaAnne Shadwick); (8) "The Situation of Higher Education in Quebec: Some Thoughts on the Challenges Facing the Academic Union Movement" (Roch Denis); (9) "Recent Trends in Collective Bargaining in Canada" (Donald Savage); (10) "Patterns of Professional Evaluation and Assigned Duties in Faculty Collective Bargaining Agreements" (Ernst Benjamin); (11) "Faculty Roles and Rewards in the Context of Accountability" (Lawrence Gold); (12) "Collective Bargaining and Technology" (Christine Maitland); (13) "Lesbian and Gay Campus Organizing for Domestic Partner Benefits" (Lee Badgett); (14) "Making It Work: Scholarship, Employment, and Power in the Academy" (Michele Janette and Tamara Joseph); (15) "Workers/Teachers/Students: Graduate Student Employee Collective Bargaining at the University of Michigan" (Jon Curtiss); (16) "The Need for Law Reform" (Julius Getman); (17) "Some Key Differences Between U.S. and Canada Labor Law" (Kevin Banks); (18) "The Best We Can Be" (Daniel Seymour); (19) "Implementing Total Quality Management at a Community College: The Adventure and the Lessons Learned" (Susanna B. Staas); (20) "Public Relations and University Budgets: A Union Perspective" (Arnold Cantor); (21) "Public Relations and University Budgets: A CUNY Case Study" (Jay Hershenshon); (22) "Public Relations and University Budgets: The University of Connecticut Experience" (Edward Marth); (23) "Discussion of Supreme Court Decision in 'Harris v. Forklift Systems'" (Gwendolyn Young Reams); (24) "Campus Bargaining and the Law: The Management Perspective" (Nicholas DiGiovannia, Jr. and Susan Lipsitz); and (25) "Campus Bargaining and the Law: The AAUP's Perspective" (Ann H. Franke). (MDM)
- Published
- 1994
12. Academic Freedom: A Teacher's Struggle to Include 'Other' Voices in History
- Author
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Chandler, Prentice T.
- Abstract
In this article, the author relates his experience of being attacked for teaching American history at a rural school in north Alabama using a critical, more inclusive approach to American history and social studies. He describes how he struggled with the notion of perspective in teaching primary documents, particularly papers written by those not in power at the time. With the intention of providing students with differing sides to the nation's history, the author had chosen the works of historian Howard Zinn, particularly "Voices of A People's History of the United States," because Zinn represented a radical, revisionist (even Marxist) version of American history. Because of this approach, the author faced opposition from parents who protested his teaching approach for using these excerpts from Zinn's book. From this experience, the author presents key lessons he learned which could be useful for teachers who find their methods or material under scrutiny and attack. He concludes this paper by reminding educators that only by attempting to teach how different groups in American history have interacted positively, as well as negatively, can teachers hope to instill notions of social justice in their students. (Contains 1 note.)
- Published
- 2006
13. War and Peace: Perceptions of Confucius Institutes in China and USA
- Author
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Wang, Danping and Adamson, Bob
- Abstract
This paper presents perceptions of China's Confucius Institute project held by different stakeholders in China and the USA. A number of studies have been published in each place since the first establishment of Confucius Institutes in 2004, but there has not been a comparative study to date. The study, which draws on media reports related to significant milestones in the development of Confucius Institutes, shows that, in the USA, the institutes are viewed with a considerable degree of ambivalence. They are attractive for universities seeking engagement with China, but also seen as a threat to academic freedom. Domestically, Confucius Institutes are perceived as a way to soften China's international image and to promote the Chinese language and culture, although some concerns have been raised about the cost and transparency of the initiative. The paper highlights the controversial aspects of the institutes and outlines some of the challenges facing China in making the strategy effective.
- Published
- 2015
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14. Improving the Public Trust: Ethical Issues in American and Australian Universities.
- Author
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Cantrell, Leon N. and Seagren, Alan T.
- Abstract
This paper uses a comparative approach to investigate the ethical policies and practices of Australian and American universities. In Australia, 26 institutional surveys were returned in which institution heads responded to questions about the professional ethics of faculty, the ethics of student assessment, research ethics, and the ethical element of the curriculum; the response rate was 74%. Findings showed that the older and more established the university, the more the respondents tended to think of ethics as relating only to research activities and to such obvious problems as student plagiarism. Newer schools demarginalized ethics and defined the ethical dimensions of a broad range of activities. An American survey was conducted of 78 schools (54 responded; a 69% response rate) that were comparable with the Australian group. Results showed that universities in America had a stronger sense of the ethical dimensions and importance of their activities than did their Australian counterparts. Some of this is believed to be due to the Australian system's being more centralized with a more prominent role of the federal government and national bodies in shaping policies and directions of all universities. Contains 11 references. (GLR)
- Published
- 1992
15. Global Trends in Higher Education and Their Impact on the Region. Eurasian Higher Education Leaders Forum Conference Proceedings (Astana, Kazakhstan, June 12-13, 2013)
- Author
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Sagintayeva, Aida and Kurakbayev, Kairat
- Abstract
Nazarbayev University Graduate School of Education presents conference proceedings of the annual Eurasian Higher Education Leaders' Forum held June 12-13, 2013, at Nazarbayev University. The theme of this year's Forum is "Global Trends in Higher Education and their Impact on the Region". Many internationally-recognized higher education professionals and experts have been invited to share expertise among leaders of academic institutions of the newly independent countries of the post-Soviet Central Asia. At the same time, university presidents, rectors and vice rectors as well as ministerial representatives of Central Asian states have been invited to share their invaluable experience of administering and leading their home institutions in challenging times after the collapse of the Soviet Union. The Forum aimed at developing an international dialogue between higher education leaders, policy makers, researchers and practitioners from different parts of the world. We believe this dialogue should be at the heart of collaboration both on individual and institutional levels. Speakers and delegates from more than 30 countries attended the Forum in 2013. Attendees discussed the global trends in higher education and their impact on the region. The Forum has been divided into three plenary sessions: (1) University Leadership, Governance and Accountability; (2) Quality Assurance in Education & Research and Accountability and (3) Trends in Global Educational Hubs. Keynote speeches in these proceedings include: (1) Nazarbayev University as a Flagship University in Kazakhstan (Yerbol Orynbayev); (2) Leading Educational Reforms in Central Asia: The Case of Kazakhstan (Bakytzhan Zhumagulov); (3) Academic Freedoms, Shared Governance and Leadership in Excellent Academic Institutions (Richard Miller); (4) Social Responsibility of Universities (Kent MacDonald). Articles in these proceedings include: (1) Social Responsibility of Universities: The Case of Kazakh National Technical University (Zhexenbek Adilov); (2) The Changing Landscape of International Higher Education (Fatima Zhakypova); (3) A Balancing Act: Achieving Accountability while Ensuring Autonomy (Mary Canning); (4) The Ethical Underpinnings of World Class Universities (Stephen P. Heyneman); (5) Changing Patterns of Higher Education Leadership in Kazakhstan (Aida Sagintayeva); (6) Governance of the US University: Organizational Structure and Changing Power Relationships in Comparative Perspective (Martin Finkelstein and Kairat Kurakbayev); (7) Quality Assurance in Education, Research and Accountability (Tom Boland); (8) The Role of the State in Quality Assurance of Education (Sholpan Kalanova); (9) Frontier Quality Differentials in Hybrid Higher Education (Hamish Coates and Martin Thakur); (10) Quality Assurance in Education & Research and Accountability (David Bridges); (11) Creating an Institutional Ecology that Supports Research (Matthew Hartley); (12) Scientific Excellence and Research Outcome-Based Assessment Approaches (Zhaxybay Zhumadilov); (13) What do Education Cities and Regional Hubs to Offer? (Alan Ruby); (14) Government Support for Student Mobility: the Case of Kazakhstan's International Scholarship Program "Bolashak"; (Kadisha Dairova, Zakir Jumakulov and Adil Ashirbekov); (15) State Support of Student Mobility in Kazakhstan (Sayasat Nurbek); (16) Academic Mobility in Kazakhstan: Rhetoric and Reality (Martin O'Hara); (17) The Relationship between Public Funding & Private Support (Gretchen Dobson); (18) Trends in Higher Education Financing: a View from Bishkek (Andrew Wachtel). It is hoped that the annual Forum's conference proceedings will serve as a valuable resource for higher education leaders, faculty members and policy makers. We invite everyone who is interested in reflecting on the continuities and changes in education development and taking strategic actions to improve their national and local educational environments. Individual papers contain figures and references. [This publication was produced by Nazarbayev University.]
- Published
- 2013
16. Academic Freedom in Europe: Time for a 'Magna Charta'?
- Author
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Karran, Terence
- Abstract
This paper is a preliminary attempt to establish a working definition of academic freedom for the European Union states. The paper details why such a definition is required for the European Union and then examines some of the difficulties of defining academic freedom. By drawing upon the experience of the legal difficulties beset by the concept in the USA and building on previous analyses of constitutional and legislative protection for academic freedom, and of legal regulations regarding institutional governance and academic tenure, a working definition of academic freedom is then derived. The resultant definition, which, it is suggested, could form the basis for a European "Magna Charta Libertatis Academicae", goes beyond traditional discussions of academic freedom by specifying not only the rights inherent in the concept but also its accompanying duties, necessary limitations and safeguards. The paper concludes with proposals for how the definition might be tested and carried forward.
- Published
- 2009
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17. Academic Freedom 3: Education and Human Rights.
- Author
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World Univ. Services, London (England)., Daniel, John, Daniel, John, and World Univ. Services, London (England).
- Abstract
This collection of reports gives a picture of educational systems from a human rights perspective, monitoring academic freedom in the context of freedom of thought and freedom of opinion and expression. The World University Service's Lima Declaration on Academic Freedom and Autonomy of Institutions of Higher Education of 1988 is used as the guiding principle for activities that promote and monitor academic freedom. The collection of reports begins with "Monitoring the Right to Education: Reporting to UN Treaty Bodies" by Audrey R. Chapman. Following this introductory paper are four papers on Africa, including "Historical Notes on Academic Freedom in Africa" (Mahmood Mamdani) followed by area studies of Malawi (Richard Carver), South Africa (Teboho Moja and Nico Cloete), and Sudan (Abdelhadi Al-Zubeir Hamad). Part 2, "Asia and the Middle East," includes papers on China (Fang Lizhi), Burma (Myanmar) (Martin Smith), Sri Lanka (Swarna Jayaweera), Tibet (John Billington), Iran (Shahrzad Mojab), and Palestine (Penny Johnson and Emma Naughton). The third part, on Europe and North America, offers: "Access to Education for Refugees and Asylum Seekers in the Countries of Western Europe" and includes studies of Kosova (Peter Gstettner) and the United States (James North). In part 4, "Latin America and the Caribbean," papers on Haiti (Roody Edme) and Peru (Sinesio Lopez Jimenez) are presented. Two appendixes provide the text of the Lima Declaration on Academic Freedom and Institutions of Higher Education and the Kampala Declaration on Intellectual Freedom and Social Responsibility. (Each paper contains references.) (JDD)
- Published
- 1995
18. Lipset's 'Continental Divide' and the Ideological Basis for Differences in Higher Education between Canada and United States.
- Author
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Skolnik, Michael L.
- Abstract
A study of political, behavioral, and institutional differences between Canada and the United States is seen as offering an explanation of the considerable differences in higher education in the two countries. Focus is on priority given to education, incidence of public and private institutions, innovation, accreditation, and academic freedom. (MSE)
- Published
- 1990
19. Nine Groups Back International Statement on Academic Freedom.
- Author
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Watkins, Beverly T.
- Abstract
Nine faculty associations in Australia, Canada, Europe, New Zealand, and the United States have approved the preliminary draft of an International Statement on Academic Freedom and Tenure. The statement was developed in response to "existing and potential threats to higher education and to principles which are fundamental to the universities." (MLW)
- Published
- 1984
20. Campus Bargaining at the Crossroads. Proceedings of the Annual Conference of the National Center for the Study of Collective Bargaining in Higher Education and the Professions (10th, New York, New York, April 1982).
- Author
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City Univ. of New York, NY. Bernard Baruch Coll. National Center for the Study of Collective Bargaining in Higher Education and the Professions. and Douglas, Joel M.
- Abstract
Twelve papers from the 1982 conference of the National Center for the Study of Collective Bargaining in Higher Education and the Professions are presented. Following an introduction by Joel M. Douglas, the following papers and authors are presented: "Campus Bargaining and the Law: A Decade of Higher Education Collective Bargaining--1972-1982" (June M. Weisberger); "The Theory of Negotiation: Getting to Yes" (Roger Fisher); "Dissecting the New Right and Its Threat to Collective Bargaining" (Roxanne Bradshaw); "The Impact of Unions on Academic Standards and Accreditation in Higher Education" (Thomas Shipka); "The Industrial Model of Academic Collective Bargaining" (Michael B. Lehmann); "The Use and Abuse of Part-Timers--I: Casual Employees--Scabs or Saviors?" (Nancy L. Hodes); "The Use and Abuse of Part-Timers--II" (Nuala McGann Drescher); "Managerial Discretion, Financial Exigency and Reduction in Force: The Experience in New Jersey's Public, Two-Year Colleges" (Ernest Gross, Theodore Settle, James Begin); "Academic Freedom in Canada in the 1980's" (V. W. Sim); "A Decade of Campus Bargaining: An Overview" (Kenneth P. Mortimer); "The National Center for the Study of Collective Bargaining in Higher Education: The First Ten Years--Parts I and II" (Joel M. Douglas and Aaron Levenstein). (SW)
- Published
- 1982
21. Murderabilia Inc.: Where the First Amendment Fails Academic Freedom.
- Author
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Nelson, Samuel P. and Prendergast, Catherine
- Subjects
ACADEMIC freedom ,FREEDOM of speech ,FREEDOM of information ,ACCESS to information ,PERSONAL papers ,PRESERVATION of archival materials - Abstract
The commonplace justification of academic freedom, described in terms of professional norms and practices of the professoriate, often cites advancing the public interest in knowledge creation as a key basis for academic freedom. Yet the public's role remains underspecified, its interests loosely defined, and it is increasingly imagined as opposite the professoriate in this justification. Using the example of the U.S. government's effort to control and ultimately destroy the archived papers of convicted murderer and former professor Theodore Kaczynski through a "murderabilia" auction, we explore the relationship between the public's freedom of inquiry and access to information, on the one hand, and academic freedom of the professoriate, on the other. We argue that the public's broad, yet poorly recognized freedom of inquiry under the First Amendment is in some ways analogous to the academic freedom of faculty described by application of professional norms. While we seek to clarify the boundary between these freedoms, we argue that they can be mutually reinforcing to the benefit of both academics and the broader public. We conclude that more is to be gained by such rethinking of the relationship of the public to academic freedom than by the current attempts to refine the professoriate's position in the corporate hierarchy of the university. [ABSTRACT FROM AUTHOR]
- Published
- 2009
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22. Caught in the crossfire: Fears of Chinese--American scientists.
- Author
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Yu Xie, Xihong Lin, Ju Li, Qian He, and Junming Huang
- Subjects
RETURN migration ,FEDERAL aid ,GOVERNMENTAL investigations ,CHINA-United States relations ,ECONOMIES of scale - Abstract
The US global leadership in science and technology has greatly benefitted from immigrants from other countries, most notably from China in the recent decades. However, feeling the pressure of potential federal investigations since the 2018 launch of the China Initiative, scientists of Chinese descent in the United States now face higher incentives to leave the United States and lower incentives to apply for federal grants. Analyzing data pertaining to institutional affiliations of more than 200 million scientific papers, we find a steady increase in the return migration of scientists of Chinese descent from the United States to China. We also conducted a survey of scientists of Chinese descent employed by US universities in tenured or tenure- track positions (n = 1,304), with results revealing general feelings of fear and anxiety that lead them to consider leaving the United States and/or stop applying for federal grants. If the situation is not corrected, American science will likely suffer the loss of scientific talent to China and other countries. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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23. ADEA Position Paper on Peer Freedoms and Responsibilitie and Institutions, Health Care and Due Process for Students Education Review, s of Individuals Programs, in Dental Education.
- Subjects
DENTAL schools ,DENTAL education ,ACADEMIC freedom ,PUBLIC health ,HEALTH services accessibility - Abstract
The article discusses the position of the American Dental Education Association (ADEA) on dental issues in the U.S. as approved by the 2003 House of Delegates. The ADEA requires dental education institutions to include in their curricula instruction in peer review. It emphasizes that the principles of instructional autonomy and academic freedom in faculty members are not negotiable. It stresses that the public health needs require a health care system that provides access to care.
- Published
- 2011
24. Pluralism, the Right, and the Good in Choirs, Orchestras, and Bands
- Author
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Mantie, Roger and Tucker, Lynn
- Abstract
Publicly funded schools are supposed to serve everyone equally in egalitarian, liberal democracies. In this paper we claim that school music ensembles fail, on the whole, to adequately reflect current socio-demographic patterns in both Canada and the United States. From a postcolonial perspective we attempt to problematize, with reference to political philosophy and educational theory, some of the fundamental issues of representation, autonomy, essentialism, and freedom as they relate to school music ensembles. (Contains 11 notes.)
- Published
- 2012
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25. Is There a Crisis in International Learning? The 'Three Freedoms' Paradox
- Author
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Shoemaker, Adam
- Abstract
This paper explores creative responses to global educational, financial and ethical crises. The focus is the potential intersection between academic, Internet and media freedoms. At base, it asks whether there are rights (of definition, use and control) associated with each of these. For instance, is unfettered access to the Internet a human right or is it analogous to a public utility? Does it matter to the polity if media freedoms are filtered and curtailed? And is academic freedom influenced, concerned or affected by either (or both) of the above? In an environment in which formerly ranked certainties no longer hold sway, new forms of international learning and global university behaviours are essential. I argue that exploring and defining an ethical curriculum is where the process begins; invoking it in terms of international research is where it travels; and changing the world inside and outside the campus is the ultimate destination. (Contains 1 note.)
- Published
- 2011
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26. Anticommunism and Academic Freedom: Walter C. Eells and the 'Red Purge' in Occupied Japan
- Author
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Kumano, Ruriko
- Abstract
In August 1945, Imperial Japan surrendered to the Allied Powers. From September 1945 to April 1952, the United States occupied the defeated country. Douglas MacArthur, an American army general and the Supreme Commander for the Allied Powers (SCAP), attempted to transform Japanese society from an authoritarian regime into a budding democracy. Japan's new constitution, written in English in one week by MacArthur's General Headquarters (GHQ) in Tokyo, guaranteed every citizen freedom of expression and academic freedom. The notorious "Red Purge" was instituted nationwide in the final phase of the occupation, from July 1947 to March 1951, and proved to be a critical test for the survival of academic freedom. The GHQ ordered the Japanese Cabinet to fire communists and their sympathizers from private companies, government offices, and all educational institutions. American educator Dr. Walter C. Eells, who served at GHQ as adviser on higher education, became a central figure in the "Red Purge" of Japan's educational system, and thus emerged as one of the most infamous figures of the U.S. occupation. Between July 1949 and May 1950, GHQ's Civil Information and Education Section (CIE) dispatched Eells to thirty national universities to call for the immediate dismissal of communist professors. Often the Eells case is interpreted solely from the Japanese perspective. But this article aims to reveal the complex internal tensions and discussions within the CIE and, in particular, elaborates Eells's own view. An awareness of these hidden but critical factors offers a more refined understanding of the "Eells typhoon ("Iruzu senpu")," as the Japanese called it at the time. In order to place the Red Purge in Japan in a broader context, the author presents an overview of anticommunist sentiment in the United States. (Contains 100 footnotes.)
- Published
- 2010
- Full Text
- View/download PDF
27. Academic Freedom as a Rhetorical Construction: A Response to Powers and Chaput
- Author
-
Abraham, Matthew
- Abstract
M. Karen Powers and Catherine Chaput's ""Anti-American Studies" in the Deep South: Dissenting Rhetorics, the Practice of Democracy, and Academic Freedom in Wartime Universities" begins a much needed discussion about the current and ongoing assaults against academic freedom in American universities, which have not received adequate treatment within the professional journals in the last six years. As a welcome corrective to this absence of commentary and critique, Powers and Chaput effectively employ Fredric Jameson's provocative conception of the political unconscious to trace the ways in which academic freedom has been curtailed for those scholars pursuing lines of argument and inquiry that contextualize, explore, problematize, and challenge central tenets of U.S. foreign policy and the imperial past upon which it is based. Academic freedom is typically viewed as the defining feature of university life, providing researchers with the protection to do important work within an environment where knowledge production and truth--wherever these may lead--are valued above all else. Coercive tactics, threats against one's livelihood, and political intimidation are viewed as being anathema to the conditions of possibility for academic freedom's flourishing; however, every academic knows these unfortunate things exist within the corporatized university. Powers and Chaput's timely essay forces a recognition of how powerful and overwhelming the cultural and political forces at home in a time of war can truly be, silencing even the most intrepid social critic and forcing her to half-heartedly utter patriotic shibboleths so as not to be recognized as "an enemy in our midst." The political unconscious that Powers and Chaput describe goes a long way in explaining why so many remain silent in such desperate times. (Contains 6 notes.)
- Published
- 2008
28. The Politics of Grade Inflation: A Case Study
- Author
-
Abbott, William M.
- Abstract
The author examines the reluctance of most American colleges and universities to address grade inflation. In addressing the problem of grade inflation, the author describes two proposals he made to his faculty's Educational Planning Committee. The first, presented in spring 2002, proposed that two new items be added to each course listed on students' transcripts: the number of students in the course section and the average grade awarded. At the end of the transcript, a cumulative average of all the grades in all of the course sections would be listed alongside the student's own cumulative average. Anyone examining the transcript could thus see how well the student had performed relative to the other students in his or her courses. The author counters the following three objections from faculty colleagues: (1) All students can excel; (2) Academic freedom extends to grading; and (3) We must not disadvantage our students. Following the Academic Council's rejection of the author's transcript-notation measure, he proposed that that the university registrar make available to all department chairs, at the end of every semester (1) the average grade given in each course taught in the department, and (2) the average grade awarded by each department in the school or college for that semester. This second proposal passed the Educational Planning Committee in 2004 but was voted down by the Academic Council. The primary objection was that this information might be used against a professor in the tenure, promotion, or merit-pay processes. The author's experience suggests that anyone seeking to curb grade inflation must, early in the process, thoroughly inform the various constituencies of the ways in which they are collectively harmed by the inflation. (Contains 11 resources.)
- Published
- 2008
- Full Text
- View/download PDF
29. To Keep America Number 1: Confronting the Deep Nationalism of US Higher Education
- Author
-
Tannock, Stuart
- Abstract
The Chancellor of the University of California, Berkeley, Robert Birgeneau, told "Time" magazine recently that America is in "an economic war" with the world and "the importance of investing in long-term research for winning that war hasn't been understood". This article argues that such comments are not just metaphorical or unfortunate word choices, but instead reveal deep truths about the role of American universities globally. The fact that people such as Birgeneau, as head of a "world class" university, line up so readily behind US nationalism and militarism has serious implications for how we need to understand higher education not just in America but worldwide.
- Published
- 2007
- Full Text
- View/download PDF
30. 'Anti-American Studies' in the Deep South: Dissenting Rhetorics, the Practice of Democracy, and Academic Freedom in Wartime Universities
- Author
-
Powers, M. Karen and Chaput, Catherine
- Abstract
Using Frederic Jameson, we outline concentric circles of the political unconscious structuring debates about academic freedom at the national and state levels. By drawing parallels between the World War I university and the contemporary university, we suggest that such circles function historically, always bearing traces of an earlier time. To illustrate implications at one local site, we discuss the "Anti-American Studies" fliers repeatedly posted in our department and end by emphasizing the importance of using critical writing pedagogies to encourage opportunities for dissenting rhetorics. (Contains 11 notes.)
- Published
- 2007
31. A Delicate Balance: The Catholic College in America
- Author
-
Trainor, Stephen L.
- Abstract
George Bernard Shaw famously quipped that "a Catholic university is a contradiction in terms." While the party-line response to Shaw is that the term "Catholic university" is instead a tautology, those who work, study, and teach at such institutions often find themselves pondering Shaw's oxymoron, asking themselves: how are they a university, and what kind of university are they? Conversely they ask, how Catholic are they? This article is an examination of how Salve Regina University's philosophical, pedagogical, curricular, and social characteristics offer religiously affiliated institutions a model for preserving both academic freedom and religious identity.
- Published
- 2006
32. Teachers, Classroom Controversy, and the Media
- Author
-
Faulconer, Tracy and Freeman, Ayesha Coning
- Abstract
This article discusses the relationship between teachers, classroom controversy and the media. It also features the story of Ayesha, who coincidentally is one of the authors of this article. Ayesha's story is a social studies teacher's bad dream featuring one of her worst fears: (1) public criticism; and (2) controversy over something that has been taught in class. An experience like Ayesha's causes a powerful ripple effect: other teachers become concerned for their own professional safety and quickly examine their curriculum for anything that might make them vulnerable to a similar onslaught. Such self-imposed censorship is a direct threat to academic freedom through prior constraint. Educators are generally not practiced in responding to negative newspaper or television reports much less the fairly new phenomenon of talk radio. The relationship between the educational community and the media is complex and while it is not possible to address all of its many dimensions here, the authors touch on the dilemma of whether to avoid or prepare for possible controversy and on the effects adverse media attention can have on teachers. Increasingly, the debates about education are taking place on the radio, on TV, in newspapers, and on the web. The media has the potential to be either a formidable foe, carelessly or deliberately creating controversy through misrepresentation and exaggeration, or a powerful ally, providing an avenue for teachers to explain their objectives and actions, describe their achievements, and answer their critics. Because of its multidimensional qualities, the outcome of any media engagement is impossible to predict. Consequently, most teachers and administrators are slow to respond to media criticism due to the fear that any reaction may simply fan the fire. Undoubtedly, engaging in a talk radio shouting match is bound to be viewed as especially onerous. The understandable tendency in a case like Ayesha's is to develop an official statement and hope the furor will just go away. Becoming a player on the media stage is fraught with pitfalls and, in spite of the best planning, what gets reported can be incomplete, mistaken, or completely distorted. It would be naive to suggest that what we propose is easily accomplished or doesn't require a generous amount of determination and fortitude. Good planning combined with a knowledge of how the system works will go far in enabling educators to play an effective role on the media stage. (Contains 11 notes.)
- Published
- 2005
33. Cultural Studies, Indigenous Knowledge and Pedagogies of Hope
- Author
-
Stewart-Harawira, Makere
- Abstract
Notions of crisis and chaos have become the rationale for a new discourse in which empire is the logical outcome of a world no longer secure. One level at which this is manifested is in the rejection by the USA of international agreements to which it is signatory, in the demonstrated failure of the Bretton Woods system to meet its declared objectives, and in the increasingly broad and globalized resistance to globalization. Another is in the attacks on particular forms of knowledge and academic freedom by strong neoconservative elements which seek the reconstruction of societies within a particular cultural and ideological framework. In this context, the construction of pedagogies which articulate a different vision for global order has become a contested and critical task. This article argues two things: first, that the study of culture and ethnicity is vitally important in developing pedagogies for better ways of being in the world, and second, that indigenous cultural knowledge is profoundly relevant to this endeavour. (Contains 57 notes.)
- Published
- 2005
34. The persistence of neoliberal logics in faculty evaluations amidst Covid‐19: Recalibrating toward equity.
- Author
-
Mickey, Ethel L., Misra, Joya, and Clark, Dessie
- Subjects
COVID-19 pandemic ,ACADEMIC freedom ,HIGHER education & state ,COVID-19 ,UNIVERSITIES & colleges ,NEOLIBERALISM - Abstract
In this paper, we theorize the intersectional gendered impacts of COVID‐19 on faculty labor, with a particular focus on how institutions of higher education in the United States evaluate faculty labor amidst the COVID‐19 transition and beyond. The pandemic has disrupted faculty research, teaching, and service in differential ways, having larger impacts on women faculty, faculty of color, and caregiving faculty in ways that further reflect the intersections of these groups. Universities have had to reconsider how evaluation occurs, given the impact of these disruptions on faculty careers. Through a case study of university pandemic responses in the United States, we summarize key components of how colleges and universities shifted evaluations of faculty labor in response to COVID‐19, including suspending teaching evaluations, implementing tenure delays, and allowing for impact statements in faculty reviews. While most institutional responses recenter neoliberal principles of the ideal academic worker that is both gendered and racialized, a few universities have taken more innovative approaches to better attend to equity concerns. We conclude by suggesting a recalibration of the faculty evaluation system – one that maintains systematic faculty reviews and allows for academic freedom, but requires universities to take a more contextualized approach to evaluation in ways that center equity and inclusion for women faculty and faculty of color for the long term. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
35. Papists and Pluralists: The Founding of America's First Grassroots School Choice Organization.
- Author
-
Shuls, James
- Subjects
SCHOOL choice ,ACADEMIC freedom ,PUBLIC schools - Abstract
Critics of school choice claim support for educational options was an outgrowth of racist, segregationist views following the U.S. Supreme Court's Ruling in Brown v. Board of Education. In this paper, I examine these claims by analyzing the development of the public school system in the United States and the historical records from Citizens for Educational Freedom. Founded in 1959 in St. Louis, Missouri by Martin and Mae Duggan, CEF was a grassroots school choice organization. The records contain newsletters, text from speeches and national conventions, and personal correspondence, among other relevant materials. The records help us understand the motives and mind-set of the early school choice movement. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
36. Forbidden Writers--the Foreign Threat in Literary Garb.
- Author
-
Benda, Susan R. and Halperin, Morton H.
- Abstract
Attacks the McCarran-Walter immigration law, which is used to deny entry into the United States to foreigners holding views government officials deem subversive. Discusses several specific cases in which the act was used to deny entry to writers, political figures, and educators. (EL)
- Published
- 1985
37. Faculty Participation in University Governance: Australia and the United States.
- Author
-
Potter, Robert E.
- Abstract
Australian and American universities contrast instructively in the degree to which faculties participate in their governance. Although faculties have long attempted to gain authority in American universities and participate substantially today in Australian universities, the former are, and the latter are becoming, dominated by external bureaucracies. (MCG)
- Published
- 1983
38. Academic Power, Excellence and Equality: Evolving Patterns in Seven National Systems
- Author
-
Van de Graaf, John
- Abstract
National patterns of power and control in higher education are key determinants of the conceptions of academic excellence and equality that prevail in particular systems. This paper examines five countries with predominantly state-controlled systems of higher education--West Germany, Italy, France, Sweden, and Japan--and two with mixed control structures--England and the United States. (Author/LBH)
- Published
- 1976
39. Choice: The dragon slayer of student complacency.
- Author
-
Llewellyn, Douglas
- Subjects
INDIVIDUALIZED instruction ,LEARNER autonomy ,ACADEMIC freedom ,INQUIRY-based learning ,SCIENCE education (Middle school) ,CHOICE (Psychology) in adolescence ,METHODOLOGY - Abstract
The article discusses methods for middle school science teachers to differentiate inquiry-based scientific investigation within a laboratory setting and allowing students to chose approaches which best reflect their learning styles. It addresses the benefits of allowing students to take ownership of their education, learner autonomy, and the degree of choice in modern U.S.
- Published
- 2013
40. PORK CHOPPERS, PRESIDENTS, AND PERVERTS.
- Author
-
Anderson, Jennifer Paul and O'Brien, Thomas V.
- Subjects
COLLEGE presidents ,FLORIDA state politics & government ,ACADEMIC freedom ,TWENTIETH century ,UNIVERSITY faculty ,HISTORY - Abstract
The article discusses the response of University of Florida president J. Wayne Reitz and University of South Florida (USF) president John Allen to what are identified as attacks against the privacy and academic freedom of university professors thought to be subversive, due in part to their alleged homosexuality or promotion of homosexuality, by the group the Florida Legislative Investigation Committee (FLIC) and Florida state senator Charley Johns between the mid-1950s and mid-1960s.
- Published
- 2016
41. Commercialization and Corporatization Versus Professorial Roles and Academic Freedom in the United States and Greater China.
- Author
-
Hao, Zhidong
- Subjects
COMMERCIALIZATION ,CORPORATIZATION ,ACADEMIC freedom ,SOCIAL change ,POLITICAL change - Abstract
Commercialization and corporatization (C&C) arguably contribute to the strain in the academic roles of professors in research, teaching, and service, and in their political roles asorganic, professional, and critical intellectuals, both in the United States and greater China. Although they may manifest themselves in different shapes and forms, these global trends have been going strong and areadverselyaffecting professors’ role playing, and in essence, their academic freedom, at different degrees in different places. The paper is informed by theoretical perspectives of the sociology of higher education, and its argument is supported by both quantitative and qualitative data. Higher education is not only an important engine of the economy, but also an important driver of social and political change. How well professors can play their roles will directly influence where a society is heading; hence, the importance of this topic and what this paper may contribute to the understanding and solution of the problem. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
42. Margin and center: Intersections of homeless children, science education, and a pedagogy of liberation.
- Author
-
Barton, Angela Calabrese
- Subjects
EDUCATION of homeless children ,SCIENCE education (Elementary) ,ACADEMIC freedom - Abstract
Focuses on the interrelationship between homeless children and science liberatory pedagogy in the United States. Perception of the society on the poor and the homeless; Effects of homelessness and poverty on the education of children; Related experiences of homeless children on their dilemma towards liberatory science education.
- Published
- 1998
- Full Text
- View/download PDF
43. Politics and the Academic Social Scientist; The Record of Talcott Parsons.
- Author
-
Lidz, Victor
- Subjects
SOCIOLOGY ,LIBERALISM ,SOCIOLOGISTS ,NATIONAL socialism ,SOCIAL sciences ,CRITICAL analysis ,CIVIL rights movements ,ACADEMIC freedom ,FREEDOM of expression - Abstract
The 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 especially in several major applied essays. In the 1930s, he was an early and active opponent of Nazism. During World War II, he taught professionals to administer occupied territories and nations effectively. After the war, he advocated for government support of the social sciences, citing the important contributions they had made to the war effort. In the 1950s, he wrote a famous critical analysis of the Joseph McCarthy movement in American politics. In the 1960s, he contributed supportive essays to the Civil Rights movement. Later in the decade and in the 1970s, he contributed to the protection of academic freedoms while also proposing accommodations to the demands of the student movement for more "relevant" teaching and greater participation in university governance. Throughout his career, he taught and worked closely with students of various political views and sought to protect their rights of freedom of political expression. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
44. The qualitative misfit: Evaluating the interpretive complexity of IRBs.
- Author
-
Corwin, Zoë B. and Tierney, William G.
- Subjects
INSTITUTIONAL review boards ,UNITED States. National Commission for the Protection of Human Subjects of Biomedical & Behavioral Research ,MEDICAL research ,MEDICAL ethics committees ,REVIEW committees - Abstract
Trends indicate that IRB regulations are growing stricter as universities face increased surveillance and litigation pertaining to research. Qualitative researchers often struggle with the constraints inherent in applying the biomedical model at the core of human subjects review to qualitative methodologies. For qualitative researchers, the tightened restrictions on what constitutes as research, who qualifies as a research subject and what are appropriate methodologies, provoke profound questions about academic freedom. This paper highlights the interpretive complexity underlying IRB regulations by chronicling the origins and jurisdiction of IRBs and outlining some of the major debates pertaining to qualitative research. It is the authors hope that the paper generate dialogue among IRBs and qualitative researchers about how to improve education on qualitative research and the intentions of IRBs and ensure that the future of IRBs does not infringe on academic freedom. [ABSTRACT FROM AUTHOR]
- Published
- 2005
45. Colleges and universities.
- Subjects
ACADEMIC freedom ,INTELLECTUAL freedom ,UNIVERSITIES & colleges ,COMMUNITY colleges ,RELIGION in the public schools ,SCHOOL reports ,MILITARY education - Abstract
Reports on various cases pertaining to intellectual freedom in colleges, universities and learning institutions in the U.S. Legal dispute at Victor Valley Community College in Victorville, California, in which student Bethany Hauf claimed she was given a failing grade on a term paper because she repeatedly mentioned God in the paper, against her instructor's wishes; Conclusion of U.S. Air Force investigators that the Air Force Academy has failed to accommodate minority religious beliefs and to set guidelines on acceptable forms of religious expression.
- Published
- 2005
46. Why Norman Finkelstein Would Have Tenure--In Israel
- Author
-
Gordon, Neve
- Abstract
While both the author and Norman Finkelstein were reviled by American Zionists for their opinions regarding Israel's policies in the occupied Palestinian territories when they came up for tenure, the author ultimately gained tenure at an Israeli university, while Finkelstein was denied tenure at an American one. Drawing on this experience, the author argues that American universities are being reconstructed as corporations whose major objective is to sell products. Here, faculty have become products, whereas in Israel, faculty govern their own universities and enjoy correspondingly greater academic freedom.
- Published
- 2007
47. 'Running with the Hounds': Academic McCarthyism and New York University, 1952-53.
- Author
-
Deery, Phillip
- Subjects
MCCARTHYISM ,POLITICAL persecution ,ANTI-communist movements ,UNITED States history ,ACADEMIC freedom ,COMMUNISTS ,UNIVERSITIES & colleges ,COLD War, 1945-1991 ,POLITICAL participation ,BIOGRAPHY (Literary form) - Abstract
This paper is an anatomy of an inquisition. It examines the Cold War persecution of Edwin Berry Burgum, a university professor and literary theorist. Whilst his professional competence was consistently applauded, his academic career was abruptly destroyed. His 'fitness to teach' was determined by his political beliefs: he was a member of the American Communist Party. The paper argues that New York University, an institution that embodied liberal values, collaborated with McCarthyism. Using previously overlooked or unavailable sources, it reveals cooperation between NYU's executive officers and the FBI, HUAC and the Senate Internal Security Subcommittee. Though its focus on one individual, the paper illuminates larger themes of the vulnerability of academic freedom and the bureaucratic processes of political repression. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
48. Improved Access to Government Papers.
- Author
-
Boffey, Philip M.
- Subjects
FREEDOM of information ,ACCESS to information ,ACADEMIC freedom ,UNITED States education system ,HIGHER education - Abstract
The article reports on the dispute over the federal Freedom of Information Act in the academic community. According to the article, the law is helping scholars and institutions access government documents that had previously been denied them. On the other hand, the law and the Federal Advisory Committee Act allow the public to access documents and meetings that academic leaders would prefer to keep.
- Published
- 1975
49. U.S. Computer Export Control Policies: Value Conflicts and Policy Choices.
- Author
-
Goodman, S. E.
- Subjects
COMPUTERS ,EXPORT controls ,COMPUTER peripherals ,COMPUTER input-output equipment ,COMPUTER storage devices ,GOVERNMENT policy - Abstract
The formulation of a balanced and effective export control policy for computer products and know-how has been an Important and difficult task for both the U.S. Government and the computing community. External pressures force national security concerns to conflict with the values and interests of private enterprise and academic freedom. This paper has two primary objectives: the first is to present the computing community with a reasonably equitable and detailed perspective on this important public policy problem; the second is to present and analyze a range of policy choices. [ABSTRACT FROM AUTHOR]
- Published
- 1982
- Full Text
- View/download PDF
50. United States accreditation in higher education: does it dilute academic freedom?
- Author
-
Romanowski, Michael H. and Karkouti, Ibrahim M.
- Subjects
ACADEMIC freedom ,EDUCATIONAL accreditation ,HIGHER education ,EDUCATIONAL standards - Abstract
US higher education accreditation agencies provide external quality evaluation for institutions and programmes to deliver quality control and assurance. Although there is ample discussion about the benefits and drawbacks of the accreditation process, this article reviews the academic literature to consider the impact that accreditation might have on the academic freedom of the teaching staff. Specifically, this article centres on how standardisation, assessments and the fundamental elements of accreditation affect academic freedom in higher education and how these might dilute academic freedom. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
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