Search results

The purpose of this paper is to investigate new welfare indicators, which no longer rely solely on the gross domestic product but provide a more holistic understanding of welfare encompassing aspects such as health status, social inclusion or environmental quality. So far, it remains, however, questionable to what degree these new indicators can serve as an actual political morality.

To assess this question, this paper proposes to turn to the distinction between right-based, duty-based and goal-based approaches. Assessing welfare in these terms not only suggests itself because of the consequentialist connotations of those alternative formulations that call for happiness or well-being, but also because the distinction allows to consider them in view of some of the central social goods and concerns.

The analysis shows mixed results. It, first, shows that welfare as political morality is best captured in terms of goals. Still, whatever new indicator one chooses, it must not be conceived as a mere aggregation of particular interests, nor should individuals be sacrificed for the sake of an overall good. This makes it important that subjective rights that function as a counterweight are strengthened.

The assessment of the new welfare indicators in these terms has not been undertaken so far, although they fit the purpose ideally. Thus, from the originality of the method, the originality of the findings follows so that the analysis provides neat categories and conclusions.

This contribution targets the need to manage the balancing act faced by middle-sized, non-elite universities between serving as educational institutions with a strong regional focus on the one hand and research institutions that meet international standards on the other hand. The difficulties of meeting these diverging demands will be assessed and spelled out with regard to how university governance and strategic research planning can proceed while taking into account legal, institutional and financial constraints.

The argument proceeds in three steps. First, the normative framework provided by the fundamental right to academic freedom is established. Second, the chapter develops the specific question of whether academic freedom is at stake in cases (as happened in the middle of twentieth century) where universities have been created with a view to bringing higher education to a region without a strong academic background and this in the aim of serving both the population and the local economy. Third, it is shown that the problem can be overcome by the dynamics that academic work unfolds.

In democratic societies, universities are unique institutions that are responsible for conducting critical research, training students and educating the next generation in pursuit of knowledge for community and societal welfare. Universities are a platform where like-minded knowledgeable people are encouraged to think freely and formulate educational policies for the progress of their nation. Academic freedom to think, teach or conduct research is a key legitimating concept (Menand, 1996) and is based on the belief that faculty and even students who form a part of the body of academia should not be subjected to any kind of coercive policies and external authority that limits their ability to think, practice and pursue knowledge. Accountability to stakeholders also is a critical part of academic freedom, which comes with autonomy and is essential for optimizing the activities of a university.

Academic freedom in teaching–learning methods is crucial to a nation’s growth. The concept comes with numerous misnomers and is subjected to much academic debate and doubts. This book is dedicated to seeking the widening frontiers of academic freedom and authors have put forth their opinion in the form of case studies and empirical research that considers academic freedom of faculty and students as one of the main goals to be achieved by any university. Advancement of knowledge and quality of research is to be encouraged and supported by the leadership team in any institution of higher education where autonomy to work freely remains the foremost criterion of success. Truth and intellectual integrity remain the fundamental principles on which the foundation of a university should be laid (Downs, 2009).