Academic Freedom: A Qualitative Analysis of Representing the Experiences of Science Stakeholders in Iran

Document Type : Original Article

Authors

1 PhD Student in Educational Management, Department of Education Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.

2 Professor of Educational Management, Department of Education Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.

3 Associated Professor of Educational Management, Department of Education Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

10.22034/jstp.2021.14.2.1326

Abstract

The aim of this study was to identify the ideas and perceptions of an academic society (professors and students) of Iran from the concept of academic freedom. This is a qualitative study with phenomenographical strategy. Participants in the study were 41 people (22 faculty members and 19 graduate students) from three universities of Tehran, Allameh Tabatabai and Kurdistan. Purposeful sampling was performed with maximum variety. A semi-structured interview protocol was used to collect information, and the interviews continued until theoretical saturation was reached. Information was analyzed using theoretical coding that 5 descriptive notions: fundamental initiative, lack of hegemony of opinion and indoctrination, governance of academic voice, inter-arranged university and empowering professional space as the understanding of the Iranian academic community of academic freedom to was obtained. The identified descriptive notions have the most conceptual / historical and metaphorical conformity with the grid model of academic freedom. Understanding of academic freedom among professors is more concerned with the grid model and among students is more concerned with liberal and civic models. Professors' understanding is more limited to the professional, and grid conceptualization of academic freedom. Students have more critical and liberal views on academic freedom due to their lack of organizational affiliation with the bureaucratic institution and lack of venture capital.
 

Keywords

References

[1] Ferasatkhah, M (2005). Academin Freedom. Rahbord. 14(3). 115-138. {In Persian}.
[2] Altbach, Ph (2009). Peripheries and Centers: Research Universities in Developing Countries. Higher Education management and Policy. 19(2).
[3] Kaplin, W. A., Lee, B. A. (2014). The Law of Higher Education, Student Version (5th ed.). San Francisco, CA: Jossey-Bass.
[4] Altbach, Ph (2007). Academic Freedom in a Global Context: 21st Century Challenges. Mc Milan pub.
[5] Gofrani, M.B(2007). Structural Issues of Iran's Higher Education System and Ways Out of it in the Fourth Program. Majles va Pazhohesh. (In Persian).
]6[ Fartash, K., & Khayyatian Yazdi, M. S. (2019). The Role Universities and Research Institutes Plays in Science and Technology Development and Policies Supporting Them. Journal of Science & Technology Policy, 11(2), 255-267. {In Persian}.
[7] Ferasatkhah, M (2005). Academic Freedom. Iranian Parliament Working Paper. {In Persian}.
[8] Estermann, T., Nokkala, T., & Steinel, M. (2011). University Autonomy in Europe II. The Scorecard. Brussels: European University Association.
[9] Altbach, Ph (2001). Academic Freedom: International Realities and Challenges. Higher Education, 41(1–2), 205–219.
[10] Altbach, Ph (2007). Academic freedom in a global context: 21st century challenges. Mc Milan pub.
[11] Altbach, Ph (2007). Academic Freedom in a Global Context: 21st Century Challenges. Mc Milan pub.
[12] Brown, A. (2006). Academic Freedom in Western Europe: Right or Privilege? In E. Gerstmann & M. J. Streb (Eds.), Academic Freedom at the Dawn of a New Century: How Terrorism, Overnments and Culture Wars Impact Free Speech (pp. 115-129). California: Stanford University Press.
[13] Vrielink, J., Lemmens, P., & Parmentier, S. (2011). Academic Freedom as a Fundamental Right. Procedia-Social and Behavioral Sciences, 13, 117-141.
[14] Al Shobaki, Samy S. Abu Naser(2017). The Effect of Academic Freedoms in Enhancing the Social Responsibility of Palestinian University Staff in the Gaza Governorates. International Journal of Engineering and Information Systems (IJEAIS), 2017, 1 (5), pp.22 - 35.
[15] Mushmane, D. (2017). Employment Status and Faculty Satisfaction with Academic Freedom. Doctoral dissertation, Northern Arizona University.
[16] Fish, S. E. (2014).Versions of Academic Freedom: From Professionalism to Revolution. Chicago, IL: University of Chicago Press.
[17] Giroux, H. A. (2008). Against the Terror of Neoliberalism: Politics beyond the Age of Greed. Boulder, CO: Paradigm Publishers.
[18] Aalipor, Y., Izadi, S., Salehi Omran, E., Safar_Haidari, H. (2020). Academic Freedom in the Higher Education System of Iran. Journal of Sociology of Social Institutions, 7(15), 267-296. {In Persian}.
[19] Ferasatkhah, M (2005). Academic Freedom. Rahbord.14(3). 115-138. {In Persian}.
[20] Berlin.I.(1970). Four Esseys on Liberty. Translated by mohammad ali movahhed. Kharazmi pub. {In Persian}.
[21] Dehghani, Y., Marzooghi, R., Faghih, N., Fouladchang, M. (2012). An Investigation into the Academic Freedom of Faculty Members of Shiraz University Based on Demographic Variables. Journal of Curriculum Research, 1(2), 29-56. {In Persian}.
[22] Karimian Z, Kojouri J, Lotfi F, Amini M(2012). Higher Education Administration and Accountability the Necessity of Autonomy and Academic Freedom from Faculties’ Viewpoint. Iranian Journal of Medical Education. 2012; 11 (8) :855-863. {In Persian}.
[23] Salimi,J & Abdi, H(2017). Study of Faculty members' ideas and perceptions of the concept of academic freedom. Journal of Iranian Higher Education. 9(3). 57-88. {In Persian}.
[24] Romanowski, M. H. & Nasser, R. (2010). Faculty Perceptions of Academic Freedom at a GCC university Prospects. 40. 481-497.
[25] Joeckel, S., Chesnes, T. (2012). The Christian College Phenomenon: Inside America's Fastest Growing Institutions of Higher Learning. Abilene, TX: Abilene Christian University Press.
[26] Dogan,D(2016). Academic Freedom from the Perspectives of Academics and Students: A Qualitative Study. Education & Science / Egitim ve Bilim . 2016, Vol. 41 Issue 184, p311-331. 21p.
[27] Al Shobaki, Samy S. Abu Naser(2017). The Effect of Academic Freedoms in Enhancing the Social Responsibility of Palestinian University Staff in the Gaza Governorates. International Journal of Engineering and Information Systems (IJEAIS), 2017, 1 (5), pp.22 - 35.
[28] Shirbagi.N., Ariamanesh.M (2018) Semantic Representation of Teachers’ Experiences of Career Path. Quarterly Journal of Career & Organizational Counseling. Vol, 9/ No, 31. {In Persian}.
[29] Dunkin, R. (2000). Using Phenomenography to Sudy Organizational Change. In J. A. Bawden & E. Walsh (eds). Phenomenograp (137-152) Melbourne: RIMIT University Press
[30] Jorgensen,M & Philips,L (2002). Discourse Analysis as Theory and Method. translated by Hadi Jalili. Ney Publication. {In Persian}.
[31] Focoult, M(2008). Power/ Knowledge. Translated by Mohammad Zeimaran. Hermes Pub.( In Persian)
[32] Zakersalehi, G(2013). Study of Legal Capacities of Autonomy University of Iran. Journal of Iranian Higher Education. 5(4) 24-55. {In Persian}.
]33[ Shirbagi, N., & Gholami, P. (2018). Qualitative Analysis of the Faculty Members’ Sebbatical Leave Experiences. Journal of Science & Technology Policy, 10(3), 73-86. {In Persian}.
 

Files

Share

How to cite

Statistics