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The study is developed under the “Academic Freedom – Time to Act!” project and summarizes results from a student-focused survey designed around three pillars: freedom of knowledge, expression, and association; institutional autonomy aspects such as leadership and financial autonomy; and integrity dimensions including honesty, trust, fairness, respect, and responsibility. 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The project aims to deepen the knowledge on defending, monitoring and promoting Academic Freedom in Higher Education in Europe.  \nEdited by  \nIris Kimizoglu, Matteo Vespa  \nJanuary 2023  \nCopyright © 2023 European Students’ Union. All rights reserved. Please cite the European Students’ Union (ESU) when using material from this research.  \nAcknowledgements  \nWe wish to thank the members of the respective Task Force of the European Students’ Union for contributing to the design, dissemination and analysis of the survey, in particular: Linn Svärd, Maksim Zafranski, Bendegúz Dibusz, Damian Pascal Schumacher, and Nicolás Hernández. We wish to thank the National Unions of Students and other partners for the dissemination of the survey. And finally, we wish to thank all the students who answered the survey for their time and effort in sharing with us their experiences and perspectives.  \nTable of Contents  \n1 Introduction -1-  \n2 Method -2-  \n3 Results -4-  \n3.1 Academic Freedom -4-  \nFreedom of Knowledge(-Gaining) -5-  \nFreedom of Expression -7-  \nFreedom of Association -8-  \n3.2 Institutional Autonomy -11-  \nHigher education institution Leadership -11-  \nFinancial Autonomy -12-  \nCampus Integrity -14-  \nStudent Organisations -15-  \n3.3 Academic Integrity -17-  \nHonesty -17-  \nTrust -18-  \nFairness -19-  \nRespect -20-  \nResponsibility -21-  \n4 Discussion -22-  \nSurvey Questions -25-  \n1 Introduction  \nAcademic freedom is the most important pillar that underpins and enables a democratic and free higher education sector. Academic freedom is generally associated with the fact that higher education institutions can act independently of outside influences, that members of the academic community are free to learn, teach, and conduct research, and that campuses are free from any form of repression or attack. In the discussion on academic freedom, however, it is striking that this concept has been discussed mostly within a very narrow framework. The concept of academic freedom is often confused with that of free speech. Moreover, the basic rights of academic staff at universities are generally protected by law worldwide, but the rights of other status groups, such as students, are not. Therefore, academic freedom in both academic and political discourse usually revolves around issues of higher education institutions’ autonomy and faculty freedoms.  \nAt the same time, events of recent years in the midst of the European Higher Education Area, as well as around the world, show that such a narrow understanding of the concept is at odds with the fact that the majority of repressions and restrictions on academic freedom affect students1, and that it is mostly students who are affected by repression because of their involvement in civil society and higher education policy. Whether in Belarus, in Turkey, in Russia, in France or in the United Kingdom, attacks on academic freedom are occurring everywhere in Europe, narrowing the democratic sphere for students and student unions in higher education. Europe is in crisis and thus questions of fundamental values are currently discussed amongst all European higher education stakeholders.  \nGiven that the academic and political debate on the concept of academic freedom tends to be one-sided and confined to the needs and experiences of academic staff and researchers, as well as in face of the ongoing attacks on the academic community in Europe, the European Students' Union inquired how European students perceive the current situation around academic freedom, institutional autonomy and academic integrity in their national/regional contexts, and how academic freedom is perceive","cbCaicWGvgMz6gDu","https://ap.wps.com/l/cbCaicWGvgMz6gDu","pdf",1463004,32,"English","# 1 Introduction -1-\n# 2 Method -2-\n# 3 Results -4-\n## 3.1 Academic Freedom -4-\n## Freedom of Knowledge(-Gaining) -5-\n## Freedom of Expression -7-\n## Freedom of Association -8-\n## 3.2 Institutional Autonomy -11-\n## Higher education institution Leadership -11-\n## Financial Autonomy -12-\n## Campus Integrity -14-\n## Student Organisations -15-\n## 3.3 Academic Integrity -17-\n## Honesty -17-\n## Trust -18-\n## Fairness -19-\n## Respect -20-\n## Responsibility -21-\n# 4 Discussion -22-\n# Survey Questions -25-","[{\"question\":\"What topics does the survey cover regarding higher education?\",\"answer\":\"The report summarizes a survey focused on academic freedom, institutional autonomy, and academic integrity, with subtopics spanning knowledge, expression, association, campus and institutional autonomy, and integrity dimensions.\"},{\"question\":\"How was the survey methodology developed?\",\"answer\":\"A general literature review informed the initial question structure, which was then refined by a working group of student representatives and adapted using key references for academic freedom and integrity.\"},{\"question\":\"Why does the report emphasize students’ experiences?\",\"answer\":\"The introduction argues that many repressions and restrictions on academic freedom affect students in particular, so the survey gathers student perceptions and the views of student representative bodies.\"}]","Survey on Academic Freedom, Institutional Autonomy and Academic Integrity - from a Student Perspective | PDF",1792048548,81]