Abstract
Over the past four years, we have conducted a series of seminars and edited a special issue discussing academic citizenship and the role of higher education in a wider societal context. The seminars discussed the meaning of academic citizenship viewed across institutional levels including leadership, research, teaching, development work, and student life. Also, the discussions moved beyond the institutional context into the viewpoints from external stakeholders including the policy community, industry, public and private organisations, and civil society. Our aim with this session is to share our findings with a wider public and discuss where it leaves us as students, researchers or managers in contemporary universities.
The notion of academic citizenship is intertwined with the values that guide our actions as colleagues within theuniversity and as educators, experts, critics, and problem-solvers promising beneficial outcomes to culture and society at large. In this session we inquire into the ways in which these complexities shape contemporary academia. We ask how academic practices themselves are constitutive of the complex dynamics of academic citizenship in times of transition. We aim to engage participants in an active discussion, approaching the issues at stake from diverseperspectives and contributing new questions to the debate, allowing voices from diverse disciplinary, cultural and
institutional backgrounds to shape the conversations about issues that will shape universities and higher education in
the future.
Participants will reflect on global and national discourses of academic citizenship in relation to higher education
including academic freedom, pedagogy, and university governance.
Educational/didactic relevance of the project
The workshop addresses timely discussions around the role and responsibility of universities and higher education in
society.
The notion of academic citizenship is intertwined with the values that guide our actions as colleagues within theuniversity and as educators, experts, critics, and problem-solvers promising beneficial outcomes to culture and society at large. In this session we inquire into the ways in which these complexities shape contemporary academia. We ask how academic practices themselves are constitutive of the complex dynamics of academic citizenship in times of transition. We aim to engage participants in an active discussion, approaching the issues at stake from diverseperspectives and contributing new questions to the debate, allowing voices from diverse disciplinary, cultural and
institutional backgrounds to shape the conversations about issues that will shape universities and higher education in
the future.
Participants will reflect on global and national discourses of academic citizenship in relation to higher education
including academic freedom, pedagogy, and university governance.
Educational/didactic relevance of the project
The workshop addresses timely discussions around the role and responsibility of universities and higher education in
society.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 8 apr. 2024 |
| Antal sider | 1 |
| Status | Udgivet - 8 apr. 2024 |
| Begivenhed | Universitetet i en brydningstid: Dansk Universitetspædagogisk Netværks Konference 2024 - Danmark, Vejle, Danmark Varighed: 23 maj 2024 → 24 maj 2024 https://www.tilmeld.dk/dunk2024 |
Konference
| Konference | Universitetet i en brydningstid |
|---|---|
| Lokation | Danmark |
| Land/Område | Danmark |
| By | Vejle |
| Periode | 23/05/2024 → 24/05/2024 |
| Andet | Universiteterne og de øvrige videregående uddannelser står over for store udfordringer og muligheder i en tid, hvor rammerne for uddannelse brydes og forandres. Samfundsmæssige strømninger, politiske reformer, digitalisering og introduktionen af generativ kunstig intelligens rejser spørgsmål om, hvad der skal fornyes, og hvad der skal fastholdes i den pædagogiske tænkning og værktøjskasse for universiteter og de videregående uddannelser.<br/><br/>Hvordan tænkes fx kunstig intelligens ind i undervisningen, og hvad kan og bør det betyde for måden at undervise på? Hvad betyder den stigende diversitet blandt studerende, og hvilke didaktiske greb kan man tage i brug for at skabe inklusion og give lige mulighed for deltagelse? Hvilke værdier og hvilke redskaber kommer til at forme og påvirke fremtiden på universiteterne og de videregående uddannelser, og hvad skal og kan vi gøre for at analysere, skabe redskaber og rådgive uddannelsernes ledere, undervisere, didaktiske pædagoger og studerende således, at de står stærkt i forhold til en fremtid, vi allerede står med et ben i?<br/><br/>I en brydningstid, der kalder på nye perspektiver eller en genopfindelse af pædagogiske greb, vil vi som forskere, undervisere og undervisningsudviklere med interesse for pædagogik få mulighed for at dele viden og erfaringer om, hvordan vi udvikler og imødekommer fremtidens behov for nytænkning inden for undervisning og læring. Årets DUN konference er en mulighed for at præsentere den nyeste forskning om og dele de bedste erfaringer med, hvordan vi sammen kan videreudvikle en pædagogikken på universiteterne og de videregående uddannelser der adresserer morgendagens udfordringer.<br/><br/>Spørgsmål og tematikker kan eksempelvis være:<br/><br/> På hvilken måde arbejdes der med Dansk ramme for meritering af universitetspædagogiske kompetencer for at styrke undervisernes undervisningskompetencer?<br/> Hvilke forventninger er der til undervisernes digitale didaktiske kompetencer, når generativ AI ændrer præmisserne for læring og eksamen?<br/> Hvordan opleves diversitet i undervisningen, hvilke inklusions-/eksklusionsmekanismer er på spil og hvordan skabes tilhørsforhold? |
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