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.
| Original language | English |
|---|---|
| Publication date | 8 Apr 2024 |
| Number of pages | 1 |
| Publication status | Published - 8 Apr 2024 |
| Event | Universitetet i en brydningstid: Dansk Universitetspædagogisk Netværks Konference 2024 - Danmark, Vejle, Denmark Duration: 23 May 2024 → 24 May 2024 https://www.tilmeld.dk/dunk2024 |
Conference
| Conference | Universitetet i en brydningstid |
|---|---|
| Location | Danmark |
| Country/Territory | Denmark |
| City | Vejle |
| Period | 23/05/2024 → 24/05/2024 |
| Other | Universities and other higher education institutions are facing major challenges and opportunities in a time when the framework for education is being disrupted and changed. Societal trends, political reforms, digitalization and the introduction of generative artificial intelligence raise questions about what needs to be renewed and what needs to be retained in the pedagogical thinking and toolbox of universities and higher education.<br/><br/>For example, how is artificial intelligence incorporated into teaching, and what can and should it mean for the way we teach? What does the increasing diversity among students mean and what didactic approaches can be used to create inclusion and provide equal opportunities for participation? Which values and which tools will shape and influence the universities of the future, and what can and should we do to analyze, create tools and advise university leaders, teachers, university educators, didactic educators and students so that they are strong in relation to a future we already have a foothold in?<br/><br/>In a time of change that calls for new perspectives or a reinvention of pedagogical approaches, we as researchers, educators and educational developers with an interest in university pedagogy will have the opportunity to share knowledge and experiences on how to develop and meet future needs for innovation in teaching and learning. This year's DUN conference is an opportunity to present the latest research and share best practices on how we together can further develop a pedagogy in universities and higher education that addresses the challenges of tomorrow.<br/><br/>Questions and themes can be, for example:<br/><br/> In what ways are we working with the Danish framework for crediting university pedagogical competencies to strengthen teachers' teaching skills?<br/> What expectations are there for teachers' digital didactic competencies when generative AI changes the premises for learning and exams?<br/> How is diversity experienced in teaching, what inclusion/exclusion mechanisms are at play and how is belonging created? |
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