BibTex RIS Kaynak Göster

Change in Higher Education and a Core Value: Academic Freedom

Yıl 2011, Cilt: 3 Sayı: 3, 349 - 376, 01.04.2011

Öz

Background. Institutes of higher education face many profound challenges and problems, which create a strong pressure for change in higher education. In higher education administration, planning, implementing and evaluating change or dealing with unplanned changes in an effective way, has been accepted as a crucial responsibility. Regardless of whether they are planned or unplanned, current changes have some negative side effects on core university values. Academic freedom is one of these values and it can be easily compromised. Purpose. The purpose of this article is to assess current changes in higher education institutions in an effort to determine their effects to academic freedom. Method. A literature review of the problem is presented along with several arguments which examine the changes as they relate to change theories. Findings. Commercialization, which may be seen as the most important trend in higher education, has huge potential to undermine academic freedom. Religious or political intolerance, diversity, multiculturalism and national security issues may also create threats to academic freedom. Integration of information and communication technologies (ICT) into education are some other changes that may lead to problems with academic freedom. Each organizational change theory has some power to enlighten various facets of the academic freedom issue and we can benefit from multiple theories to understand, protect and develop academic freedom. Practical Implications. This article brings this issue to the forefront in an effort to engage university administrators and educators. Social Implications. In addition to the environmental pressure for change, the loosely coupled structure of universities is also a problem when protecting some core values such as academic freedom. These basic values of university culture may be lost, department by department, college by college, or institution by institution without people in these institutions noticing it. Academicians should always be aware and have an understanding of this issue. It is hoped that this paper will contribute to the development and/or the persistence of this awareness and understanding.

Kaynakça

  • Alexander, F.K. (2007). Balancing the challenges of today with the promise of tomorrow: a presidential perspective. In d’Ambrosio, M.B. & Ehrenberg, R. G.Transformational change in higher education positioning colleges and universities for future success (pp.16-29). Northampton, MA: Edward Elgar
  • Badley, G. (2009). A place from where to speak: The university and academic freedom. British Journal of Educational Studies, 57(2), 146-163.
  • Bates, T. (2010). New challenges for universities: Why they must change. In U.D Ehlers & D Schneckenberg (Eds). Changing cultures in higher education moving ahead to future learning (pp.15-26). Heidelberg, Germany: Springer.
  • Bauder, H. (2006). The segmentation of academic labour: A Canadian example. ACME: An International E-Journal for Critical Geographies, 4(2), 228-239.
  • Bellefeuille, G. (2005). Estimation of research and development expenditures in the higher education sector, 2003-2004, Science, Innovation and Electronic Information Division, Statistics Canada, Working Paper No. 019.
  • Bess, J. L. & Dee, Jay, R.D. (2008). Understanding college and university organization: Theories for effective policy and practice. Volume II – Dynamics of the system. Sterling Virgina: Stylus.
  • Bolman, L.G. & Deal, T.E. (1991). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.
  • Boonstra. J.J. (2004) Dynamics of organizational change and learning: An introduction. In: J.J. Boonstra (Ed.) Dynamics of organizational change and learning. Wiley handbooks in the psychology of management in organizations (pp. 1-42). Chichester: Wiley Publishers.
  • Borrow, R. (2009). Academic freedom: its nature, extent and value. British Journal of Educational Studies, 57(2), 178-190.
  • Brennan, J. King, R., & Lebeau, Y. (2004). The role of universities in the transformation of societies: An international research project synthesis report. London,UK: Association of Commonwealth Universities & Centre for Higher Education Research and Information.
  • Cameron, K. S. (1984). Organizational adaptation and higher education. Journal of Higher Education, 55(2), 122-144.
  • Cochran, A. & Williams, R.(2010). The role of higher education in social and cultural transformation. In Higher education and society: a research report (pp.20-26). London, UK. Centre for Higher Education Research and Information.
  • Cataldi, E.F, Fahimi, M., & Bradburn, E.M. (2005). 2004 National study of postsecondary faculty (NSOPF:04): Report on faculty and instructional staff in fall 2003 (NCES 2005–172). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch.
  • Cross, J. (2010). “They had people called professor...!” Changing worlds of learning: Strengthening informal learning in formal institutions? In U.D. Ehlers & D. Schneckenberg, (Eds). Changing cultures in higher education moving ahead to future learning (pp.43-54). Heidelberg, Germany: Springer.
  • Dawson, P.M.B (2003).Understanding organizational change: The contemporary experience of people at work. Thousand Oaks, CA: Sage.
  • De Maret, P. (2004). Charting the course between public service and commercialization: Prices, values and quality. Retrieved from http://www.eua.be/eua/jsp/en/upload/TURIN_de_Maret.1086950049382.pdf
  • Ehlers, U.D. & Schneckenberg, D. (2010). Introduction: Changing cultures in higher education. In U.D. Ehlers & D. Schneckenberg (Eds). Changing cultures in higher education moving ahead to future learning (p.1-14). Heidelberg, Germany: Springer.
  • Fenwick, T. (2005). Gypsy scholars: careful dances outside the research machine. in S. Mojab & W. McQueen (Eds.), Proceedings of the 21st Conference of the Canadian Association for the Study of Adult Education (pp. 116-121). Toronto, ON: OISE/University of Toronto.
  • Graham,W. (2000) `Academic freedom or commercial license?' in J.Turk (ed.)The corporate campus: commercialization and the dangers to Canada's colleges and universities. Toronto: Canadian Association of University Teachers.
  • Gupta, A. (2008) In search of new identity: universities in the era of political and economic hegemony. Journal of Asian Public Policy, 1(3), 290-301.
  • Hearn, J.C. (1996). Transforming U.S. higher education: An organizational perspective. Innovative Higher Education, 21(2), 141-154.
  • Horn, M. (2002). Academic freedom. Canadian Encyclopedia. Retrieved from: http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params= A1ARTA0000017
  • Hooker, M. (1997). The transformation of higher education. Retrieved from. http://horizon.unc.edu/projects/seminars/Hooker.asp (Originally published Hooker, M. (1997). The transformation of higher education. In D. Oblinger & S. C. R. (Eds.) (1997). The learning revolution. Bolton, MA: Anker
  • Kayrooz, C., Kinnear, P., & Preston, P. (2001) Academic freedom and the commercialisation of Australian universities: perceptions and experiences of social scientists. Discussion Paper no. 47, The Australia Institute, Canberra
  • Kezar, A.J. (2001). Understanding and facilitating organizational change in the 21st century: Recent research and conceptualizations. ASHE-ERIC Higher Education Report Volume 28, Number 4.
  • Leiser, B.M. (1994) Threats to academic freedom and tenure. Pace Law Review, 15(1). Retrieved from http://digitalcommons.pace.edu/plr/vol15/iss1/3
  • Lin, J. (2006).The teaching profession: Trends from 1999 to 2005. Education Matters: Insights on Education, Learning and Training in Canada, 3(4). Retrieved from http://www.statcan.gc.ca/pub/81-004-x/2006004/9540-eng.htm
  • MacDonald, E., & Williams ,G. (2006). Threats to academic freedom. Retrieved from http://www.gtcentre.unsw.edu.au/content/2592006-00000
  • March, J.G. (1994). The evolution of evolution. In J. A.C. Baum & J.V. Singh. Evolutionary dynamics of organizations, (p.27- 52).New York: Cambridge University Press
  • Martin, J., & Frost, P. (1996). The organizational culture war games: A struggle for intellectual dominance. In S.R. Glegg, C. Hardy, & W. Nord (Eds.) Handbook of Organizational Studies (p. 599-621). Thousand Oaks: Sage.
  • Massy F.W., & Zemsky, R. (1995). Using information technology to enhance academic productivity. Retrieved from http://net.educause.edu/ir/library/html/nli0004.html
  • Morgan, G. (1986). Images of organization. Newbury Park, CA.: Sage Nelson, C. (2009). The fate of academic freedom. South Atlantic Quarterly, 108(4), 689-699.
  • Nelson, C. (2010). No university is an island: Saving academic freedom. New York: New York University Press.
  • Nordvall, R. C. (1982). The process of change in higher education institutions. Washington, D.C.: American Association of Higher Education.
  • Nutting, M.M. (2003). Part-time faculty: Why should we care? New Directions for Higher Education, 2003(123), 33-39.
  • Omiecinski, T. (2003). Hiring of part-time university faculty on the increase. Education Quarterly Review, (Statistics Canada, Catalogue no. 81-003-XPB), 9(3), 9-14.
  • Poole, M.S. & Van de Ven, A.H. (2004). Introduction. In M.S. Poole & A. H. Van de Ven (eds.) Handbook of organizational change and innovation (p.xi-xii). New York: Oxford University Press.
  • Poole, M. S., & Van de Ven, A. H (1995). Explaining development and change in organizations. The Academy of Management Review, 20(3), 510-540.
  • Purcell, M. (2007). Skilled, cheap, and desperate: Non-tenure-track faculty and the delusion of meritocracy. Antipode. 39(1), 121-143.
  • Rajagopalan, N., & Spreitzer, G. M. (1996). Toward a theory of strategic change: A multi-lens perspective and integrated framework. Academy of Management Review, 22(1), 48-79.
  • Rasmussen, E. (2008). Government instruments to support the commercialization of university research: Lessons from Canada. Technovation, 28(8) 506–517.
  • Smith, N. (2000) Afterword: who rules this sausage factory? Antipode, 32(3), 330- 339.
  • Soley, L. C. (1995). Leasing the ivory tower: The corporate takeover of academia. Boston: South End Press.
  • Stelfox HT, Chua G, O'Rourke K., & Detsky, A.S. (1998). Conflict of interest in the debate over calcium channel antagonists. New England Journal of Medicine, 338(2), 101-105.
  • Schein, E.H. (1992). Organizational culture and leadership (2nd ed). San Francisco: Jossey- Bass.
  • Sterckx, S. (2006). Ethical aspects of the commercialisation of academic research. Research Plan. Bioethic Institute Ghent. Retrieved from http://www.bioethics.ugent.be/research/sterckx
  • The American Association for the Advancement of Science (2010). AAAS 2010 Annual meeting news: Dr. Nancy Olivieri, a champion of patient safety, wins AAAS Scientific Freedom and Responsibility Award. Retrieved from http://news.aaas.org/2010/02172009-science-freedom-award.shtml
  • The American Association of University Professor (1993). The status of non-tenureTrack Faculty. Retrieved from http://www.aaup.org/AAUP/ comm/rep/nontenuretrack.htm.
  • The Association of Universities and Colleges of Canada (2001). Commercialization of university research. Ottawa, ON. AUCC.
  • The Canadian Association of University Teachers (2005). Stronger together: One association for all. Ottawa, ON: CAUT
  • The New York Times (1916). The professors’ union. New York Times 21 January 1916: 8. Retrieved from http://www.brocku.ca/MeadProject/NYT/NYT_1916_01_16.html
  • Tierney, W. G., & Lechuga, V.M (2010). The social significance of academic freedom. Cultural Studies <=> Critical Methodologies, 10(2), 118-133. Tillyer, A. (2005). Educational technology and “roads scholars”. Academe, 91(4), 49-52.
  • Townsend, R. & Hauss, M. (2002). The 2002 AHA-OAH survey of part-time and adjunct faculty. Perspectives, 40(7), 18-20.
  • United Nations Educational Scientific and Cultural Organization (1993). Records of the general conference twenty-seventh session: Volume 1. resolutions. Paris, 25 October to 16 November 1993. Paris, France: UNESCO.
  • Weick, K. E., & Quinn, R. E. (1999). Organizational change and development. Annual Review of Pyschology, 50, 361-388.
  • Woodhouse, H. (2009). Selling out: Academic freedom and the corporate market. Montreal: McGill-Queen’s University Press.
  • World Conference on Higher Education (1998). World declaration on higher education for the twenty-first century: Vision and action and framework for priority action for change and development in higher education. Retrieved from http://www.unesco.org/education/educprog/wche/declaration_eng.htm

Change in Higher Education and a Core Value: Academic Freedom

Yıl 2011, Cilt: 3 Sayı: 3, 349 - 376, 01.04.2011

Öz

Yüksek öğretim kurumları da diğer örgütler gibi değişim baskısı altındadır ve değişimin planlanması, uygulanması ve yönetimi yöneticiler için önemli görev alanları yaratmaktadır. Öte yandan planlanmamış değişmelere direnebilmek de üniversitelerden beklenen bir tepki biçimidir. Planlanmış olsun ya da olmasın günümüzde yaşanan bazı değişmelerin bazı temel üniversite değerleri üzerinde istenmeyen yan etkileri söz konusu olabilmektedir. Bu açıdan akademik özgürlüğün korunması özel bir önem taşımaktadır. Bu araştırmanın amacı yüksek öğretimde yaşanan güncel değişmeleri ve bunların akademik özgürlüğe etkilerini değerlendirmektir. Araştırmada ele alınan konuyla ilgili literatür, yüksek öğretimde yaşanan değişimleri değişim kuramları açısından değerlendiren tartışmalarla birlikte ele alınarak sunulmuştur. Günümüzün en önemli değişim yönelimi olan ticarileşme akademik özgürlüğü yok etme açısından büyük bir potansiyele taşımaktadır. Dinsel ve siyasi hoşgörüsüzlük nedeniyle, çok kültürlülük, etnik çeşitlilik, ulusal güvenlik gibi konular da akademik özgürlük için tehdit olabilmektedir. Bilgi ve iletişim teknolojilerinin eğitime entegrasyonu gibi gelişmeler de akademik özgürlügün sınırlanmasına yol açabilmektedir. Bütün örgütsel değişim kuramları akademik özgürlük konusunu belli bir açıdan aydınlatma gücüne sahip olmakla birlikte, akademik özgürlüğün anlaşılması, korunması ve geliştirilmesi için çoklu kuramların kullanılmasının en uygun yaklaşım olacağı söylenebilir. Değişim için çevreden gelen baskılara ek olarak üniversitenin gevşek bağlarla bağlanmış yapısı da akademik özgürlük gibi bazı temel değerlerin korunmasında sorun yaratabilir. Üniversite kültürünün bu temel değerleri, farkına bile varmadan adım adım kaybedilebilir. Bu durumda akademisyenlerin sürekli uyanık ve tetikte olması gerekir. Bu çalışmanın söz konusu anlayışın gelişmesi ve sürdürülmesine katkıda bulunması umulmaktadır.

Kaynakça

  • Alexander, F.K. (2007). Balancing the challenges of today with the promise of tomorrow: a presidential perspective. In d’Ambrosio, M.B. & Ehrenberg, R. G.Transformational change in higher education positioning colleges and universities for future success (pp.16-29). Northampton, MA: Edward Elgar
  • Badley, G. (2009). A place from where to speak: The university and academic freedom. British Journal of Educational Studies, 57(2), 146-163.
  • Bates, T. (2010). New challenges for universities: Why they must change. In U.D Ehlers & D Schneckenberg (Eds). Changing cultures in higher education moving ahead to future learning (pp.15-26). Heidelberg, Germany: Springer.
  • Bauder, H. (2006). The segmentation of academic labour: A Canadian example. ACME: An International E-Journal for Critical Geographies, 4(2), 228-239.
  • Bellefeuille, G. (2005). Estimation of research and development expenditures in the higher education sector, 2003-2004, Science, Innovation and Electronic Information Division, Statistics Canada, Working Paper No. 019.
  • Bess, J. L. & Dee, Jay, R.D. (2008). Understanding college and university organization: Theories for effective policy and practice. Volume II – Dynamics of the system. Sterling Virgina: Stylus.
  • Bolman, L.G. & Deal, T.E. (1991). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.
  • Boonstra. J.J. (2004) Dynamics of organizational change and learning: An introduction. In: J.J. Boonstra (Ed.) Dynamics of organizational change and learning. Wiley handbooks in the psychology of management in organizations (pp. 1-42). Chichester: Wiley Publishers.
  • Borrow, R. (2009). Academic freedom: its nature, extent and value. British Journal of Educational Studies, 57(2), 178-190.
  • Brennan, J. King, R., & Lebeau, Y. (2004). The role of universities in the transformation of societies: An international research project synthesis report. London,UK: Association of Commonwealth Universities & Centre for Higher Education Research and Information.
  • Cameron, K. S. (1984). Organizational adaptation and higher education. Journal of Higher Education, 55(2), 122-144.
  • Cochran, A. & Williams, R.(2010). The role of higher education in social and cultural transformation. In Higher education and society: a research report (pp.20-26). London, UK. Centre for Higher Education Research and Information.
  • Cataldi, E.F, Fahimi, M., & Bradburn, E.M. (2005). 2004 National study of postsecondary faculty (NSOPF:04): Report on faculty and instructional staff in fall 2003 (NCES 2005–172). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch.
  • Cross, J. (2010). “They had people called professor...!” Changing worlds of learning: Strengthening informal learning in formal institutions? In U.D. Ehlers & D. Schneckenberg, (Eds). Changing cultures in higher education moving ahead to future learning (pp.43-54). Heidelberg, Germany: Springer.
  • Dawson, P.M.B (2003).Understanding organizational change: The contemporary experience of people at work. Thousand Oaks, CA: Sage.
  • De Maret, P. (2004). Charting the course between public service and commercialization: Prices, values and quality. Retrieved from http://www.eua.be/eua/jsp/en/upload/TURIN_de_Maret.1086950049382.pdf
  • Ehlers, U.D. & Schneckenberg, D. (2010). Introduction: Changing cultures in higher education. In U.D. Ehlers & D. Schneckenberg (Eds). Changing cultures in higher education moving ahead to future learning (p.1-14). Heidelberg, Germany: Springer.
  • Fenwick, T. (2005). Gypsy scholars: careful dances outside the research machine. in S. Mojab & W. McQueen (Eds.), Proceedings of the 21st Conference of the Canadian Association for the Study of Adult Education (pp. 116-121). Toronto, ON: OISE/University of Toronto.
  • Graham,W. (2000) `Academic freedom or commercial license?' in J.Turk (ed.)The corporate campus: commercialization and the dangers to Canada's colleges and universities. Toronto: Canadian Association of University Teachers.
  • Gupta, A. (2008) In search of new identity: universities in the era of political and economic hegemony. Journal of Asian Public Policy, 1(3), 290-301.
  • Hearn, J.C. (1996). Transforming U.S. higher education: An organizational perspective. Innovative Higher Education, 21(2), 141-154.
  • Horn, M. (2002). Academic freedom. Canadian Encyclopedia. Retrieved from: http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params= A1ARTA0000017
  • Hooker, M. (1997). The transformation of higher education. Retrieved from. http://horizon.unc.edu/projects/seminars/Hooker.asp (Originally published Hooker, M. (1997). The transformation of higher education. In D. Oblinger & S. C. R. (Eds.) (1997). The learning revolution. Bolton, MA: Anker
  • Kayrooz, C., Kinnear, P., & Preston, P. (2001) Academic freedom and the commercialisation of Australian universities: perceptions and experiences of social scientists. Discussion Paper no. 47, The Australia Institute, Canberra
  • Kezar, A.J. (2001). Understanding and facilitating organizational change in the 21st century: Recent research and conceptualizations. ASHE-ERIC Higher Education Report Volume 28, Number 4.
  • Leiser, B.M. (1994) Threats to academic freedom and tenure. Pace Law Review, 15(1). Retrieved from http://digitalcommons.pace.edu/plr/vol15/iss1/3
  • Lin, J. (2006).The teaching profession: Trends from 1999 to 2005. Education Matters: Insights on Education, Learning and Training in Canada, 3(4). Retrieved from http://www.statcan.gc.ca/pub/81-004-x/2006004/9540-eng.htm
  • MacDonald, E., & Williams ,G. (2006). Threats to academic freedom. Retrieved from http://www.gtcentre.unsw.edu.au/content/2592006-00000
  • March, J.G. (1994). The evolution of evolution. In J. A.C. Baum & J.V. Singh. Evolutionary dynamics of organizations, (p.27- 52).New York: Cambridge University Press
  • Martin, J., & Frost, P. (1996). The organizational culture war games: A struggle for intellectual dominance. In S.R. Glegg, C. Hardy, & W. Nord (Eds.) Handbook of Organizational Studies (p. 599-621). Thousand Oaks: Sage.
  • Massy F.W., & Zemsky, R. (1995). Using information technology to enhance academic productivity. Retrieved from http://net.educause.edu/ir/library/html/nli0004.html
  • Morgan, G. (1986). Images of organization. Newbury Park, CA.: Sage Nelson, C. (2009). The fate of academic freedom. South Atlantic Quarterly, 108(4), 689-699.
  • Nelson, C. (2010). No university is an island: Saving academic freedom. New York: New York University Press.
  • Nordvall, R. C. (1982). The process of change in higher education institutions. Washington, D.C.: American Association of Higher Education.
  • Nutting, M.M. (2003). Part-time faculty: Why should we care? New Directions for Higher Education, 2003(123), 33-39.
  • Omiecinski, T. (2003). Hiring of part-time university faculty on the increase. Education Quarterly Review, (Statistics Canada, Catalogue no. 81-003-XPB), 9(3), 9-14.
  • Poole, M.S. & Van de Ven, A.H. (2004). Introduction. In M.S. Poole & A. H. Van de Ven (eds.) Handbook of organizational change and innovation (p.xi-xii). New York: Oxford University Press.
  • Poole, M. S., & Van de Ven, A. H (1995). Explaining development and change in organizations. The Academy of Management Review, 20(3), 510-540.
  • Purcell, M. (2007). Skilled, cheap, and desperate: Non-tenure-track faculty and the delusion of meritocracy. Antipode. 39(1), 121-143.
  • Rajagopalan, N., & Spreitzer, G. M. (1996). Toward a theory of strategic change: A multi-lens perspective and integrated framework. Academy of Management Review, 22(1), 48-79.
  • Rasmussen, E. (2008). Government instruments to support the commercialization of university research: Lessons from Canada. Technovation, 28(8) 506–517.
  • Smith, N. (2000) Afterword: who rules this sausage factory? Antipode, 32(3), 330- 339.
  • Soley, L. C. (1995). Leasing the ivory tower: The corporate takeover of academia. Boston: South End Press.
  • Stelfox HT, Chua G, O'Rourke K., & Detsky, A.S. (1998). Conflict of interest in the debate over calcium channel antagonists. New England Journal of Medicine, 338(2), 101-105.
  • Schein, E.H. (1992). Organizational culture and leadership (2nd ed). San Francisco: Jossey- Bass.
  • Sterckx, S. (2006). Ethical aspects of the commercialisation of academic research. Research Plan. Bioethic Institute Ghent. Retrieved from http://www.bioethics.ugent.be/research/sterckx
  • The American Association for the Advancement of Science (2010). AAAS 2010 Annual meeting news: Dr. Nancy Olivieri, a champion of patient safety, wins AAAS Scientific Freedom and Responsibility Award. Retrieved from http://news.aaas.org/2010/02172009-science-freedom-award.shtml
  • The American Association of University Professor (1993). The status of non-tenureTrack Faculty. Retrieved from http://www.aaup.org/AAUP/ comm/rep/nontenuretrack.htm.
  • The Association of Universities and Colleges of Canada (2001). Commercialization of university research. Ottawa, ON. AUCC.
  • The Canadian Association of University Teachers (2005). Stronger together: One association for all. Ottawa, ON: CAUT
  • The New York Times (1916). The professors’ union. New York Times 21 January 1916: 8. Retrieved from http://www.brocku.ca/MeadProject/NYT/NYT_1916_01_16.html
  • Tierney, W. G., & Lechuga, V.M (2010). The social significance of academic freedom. Cultural Studies <=> Critical Methodologies, 10(2), 118-133. Tillyer, A. (2005). Educational technology and “roads scholars”. Academe, 91(4), 49-52.
  • Townsend, R. & Hauss, M. (2002). The 2002 AHA-OAH survey of part-time and adjunct faculty. Perspectives, 40(7), 18-20.
  • United Nations Educational Scientific and Cultural Organization (1993). Records of the general conference twenty-seventh session: Volume 1. resolutions. Paris, 25 October to 16 November 1993. Paris, France: UNESCO.
  • Weick, K. E., & Quinn, R. E. (1999). Organizational change and development. Annual Review of Pyschology, 50, 361-388.
  • Woodhouse, H. (2009). Selling out: Academic freedom and the corporate market. Montreal: McGill-Queen’s University Press.
  • World Conference on Higher Education (1998). World declaration on higher education for the twenty-first century: Vision and action and framework for priority action for change and development in higher education. Retrieved from http://www.unesco.org/education/educprog/wche/declaration_eng.htm
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Serdar Erkan Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 3 Sayı: 3

Kaynak Göster

APA Erkan, S. (2011). Change in Higher Education and a Core Value: Academic Freedom. Kuram Ve Uygulamada Eğitim Yönetimi, 3(3), 349-376.
AMA Erkan S. Change in Higher Education and a Core Value: Academic Freedom. Kuram ve Uygulamada Eğitim Yönetimi. Nisan 2011;3(3):349-376.
Chicago Erkan, Serdar. “Change in Higher Education and a Core Value: Academic Freedom”. Kuram Ve Uygulamada Eğitim Yönetimi 3, sy. 3 (Nisan 2011): 349-76.
EndNote Erkan S (01 Nisan 2011) Change in Higher Education and a Core Value: Academic Freedom. Kuram ve Uygulamada Eğitim Yönetimi 3 3 349–376.
IEEE S. Erkan, “Change in Higher Education and a Core Value: Academic Freedom”, Kuram ve Uygulamada Eğitim Yönetimi, c. 3, sy. 3, ss. 349–376, 2011.
ISNAD Erkan, Serdar. “Change in Higher Education and a Core Value: Academic Freedom”. Kuram ve Uygulamada Eğitim Yönetimi 3/3 (Nisan 2011), 349-376.
JAMA Erkan S. Change in Higher Education and a Core Value: Academic Freedom. Kuram ve Uygulamada Eğitim Yönetimi. 2011;3:349–376.
MLA Erkan, Serdar. “Change in Higher Education and a Core Value: Academic Freedom”. Kuram Ve Uygulamada Eğitim Yönetimi, c. 3, sy. 3, 2011, ss. 349-76.
Vancouver Erkan S. Change in Higher Education and a Core Value: Academic Freedom. Kuram ve Uygulamada Eğitim Yönetimi. 2011;3(3):349-76.