scholarly journals Academic freedom, institutional autonomy and the University of Malawi: An analysis of some trends and prospects

2018 ◽  
Vol 21 (1) ◽  
pp. 127
Author(s):  
Mwiza Jo Nkhata
Keyword(s):  
Academic Freedom ◽  
Institutional Autonomy ◽  
The University ◽  
University Of Malawi

Academic Freedom and the University of Malawi

2002 ◽  
Vol 45 (2) ◽  
pp. 73 ◽  
Author(s):  
David Kerr ◽  
Jack Mapanje
Keyword(s):  
Academic Freedom ◽  
The University ◽  
University Of Malawi

scholarly journals The Erosion of University Freedom and Autonomy: Nigerian Experience

2013 ◽  
Vol 15 ◽  
pp. 60-70
Author(s):  
Akpoyovwaire Samuel Mukoro
Keyword(s):  
Academic Freedom ◽  
Basic Characteristic ◽  
Tertiary Education ◽  
Academic Discipline ◽  
National Policy ◽  
Institutional Autonomy ◽  
New Development ◽  
The University ◽  
National Policy On Education

The goals of tertiary education which include the university, are well spelt out in the National Policy on Education. One of the basic characteristic of academic necessity motivating the founding of universities is the need to develop and maintain established academic discipline or areas of knowledge and investigation so as to produce intellectuals, researchers, among others. One way to achieve this was to resist tendencies or development that tends to erode their academic freedom and autonomy. Obviously, universities with predominant academic focus tend to guard their freedom and autonomy very jealously and so remain impervious to new development that tends to erode it. The paper, therefore, examine the concepts of freedom and autonomy. The paper equally examines the indispensability of freedom and autonomy to universities. Also, the paper highlights the issues of erosion of university academic freedom and institutional autonomy in Nigeria. Finally, the paper recommends that government should ensure that universities are managed in line with their statutory laws and acts. In this way each organ of the university such as governing councils, senate, faculties, departments among others will carry out their laid out functions successfully, thus reducing the realities that may have limit university freedom and autonomy.

Academic Freedom and the University of Malawi

2002 ◽  
Vol 45 (2) ◽  
pp. 73-91 ◽  
Author(s):  
David Kerr ◽  
Jack Mapanje
Keyword(s):  
Political Economy ◽  
Academic Freedom ◽  
Intellectual Capital ◽  
Intellectual Freedom ◽  
Dominant Ideology ◽  
Intellectual Autonomy ◽  
The University ◽  
University Of Malawi ◽  
African Intellectuals ◽  
Party State

Abstract:Using the University of Malawi as an example, this article analyzes the opportunities and constraints faced by African intellectuals. It argues that during the anticolonial struggle, young nationalists conceived the University of Malawi as a potential engine for the transformation and development of the state. After independence President Banda, who established a repressive one-party state, severely restricted the university's intellectual autonomy through modalities of censorship. Some academics and students went into exile; others conformed to the dominant ideology; others resisted it furtively. Global pressures on both the university and the entire political economy of Malawi contributed to the triumph of prodemocracy movements in overthrowing the Banda regime. After the victory of the United Democratic Front government in 1994, many restrictions on intellectual freedom were lifted. Global socioeconomic forces, however, in complicity with the new government, continued to marginalize the university community. It is suggested that a productive regeneration of intellectuals' contributions to Malawi's development will be possible only through a major realignment of its intellectual capital.

Communicative Practices from the Margins: The Multilingual and Multicultural Repertoires on University Spaces

2021 ◽  
pp. 002190962110354
Author(s):  
Gabriel Simungala ◽  
Deborah Ndalama ◽  
Hambaba Jimaima
Keyword(s):  
Meaning Making ◽  
Communicative Practices ◽  
Multicultural Students ◽  
Lexical Items ◽  
University Spaces ◽  
The University ◽  
Creativity And Innovation ◽  
University Of Malawi

We draw from the meaning-making practices on the margins, the communicative repertoires of the multilingual and multicultural students at two Southern African universities: the University of Zambia in Lusaka, Zambia; and the University of Malawi in Zomba, Malawi. As our locus, we are interested in the unique linguistic/semiotic coinages which constitute the students’ linguistic repertoires as multilingual innovations amenable to placemaking. In an attempt to do this, we purposefully unearth lexical innovations which we analyse within the broader framework of translanguaging. Thus, we show the emergence of (new) lexical items through the (re-)invention and disinvention of communicative resources, and the deployment of material artefacts of place as a basis for the creativity and innovation through repurposing of lexical items for new uses. Thus, we privilege students as active manipulators of their communicative practices by showing the semiotic/linguistic creativity and innovation inherent in their repertoires.

scholarly journals The Academic Freedom among the Students at the Hashemite University: الحرية الأكاديمية لدى طلبة الجامعة الهاشمية

2020 ◽  
Vol 4 (30) ◽  
Author(s):  
Abd AlKhaleq Muhammad Al-Zyoud
Keyword(s):  
Academic Freedom ◽  
Undergraduate Students ◽  
First Semester ◽  
Academic Level ◽  
Study Results ◽  
High Level ◽  
The University ◽  
Hashemite University ◽  
Senior Students ◽  
Academic Year

This study aimed at exploring the level of academic freedom at the Hashemite University in Jordan from the perspective of the undergraduate students, and whether there are impacts of the students’ gender, academic level, or specialization. The sample consisted of (376) undergraduate students (111 male, 265 female), who are registered at the university for the first semester of the academic year 2019/2020, from all faculties of the Hashemite University. The results showed that 25.5% of participants perceived a high level of academic freedom, 57.2% of participants perceived a moderate level, and 17.3% of them perceived a low level. Significant differences were found due to academic level; academic freedom perceived level among senior students was higher than all other years (freshmen, sophomores and juniors), but no significant differences were found due to students’ gender, or specialization. In light of the study results, the researcher recommends a number of recommendations such as: raising the awareness about the academic freedom among the students, faculty members, and the staff the Jordanian universities, conducting survey studies that measure the level of academic freedom among the students at various Jordanian universities, Supporting the academic freedom of the students at the institutions of higher education through deliberate and planned initiatives.

scholarly journals Défis D’une Orthodoxie Éthique Et Académique Chez Les Universitaires Congolais (RDC)

2017 ◽  
Vol 13 (14) ◽  
pp. 59
Author(s):  
Salomon Mampeta Wabasa ◽  
Fraternel Amuri Misako
Keyword(s):  
Academic Freedom ◽  
Codes Of Ethics ◽  
Awareness Campaign ◽  
Republic Of The Congo ◽  
Cumulative Process ◽  
Main Observation ◽  
Professional Codes ◽  
Material Conditions ◽  
The University

In the Democratic Republic of the Congo (DRC), the huge gap clearly observed today, but which in fact is the result of a cumulative process of recent decades between what is expected and what is done on academic freedom, is a cause for concern for African learned community and beyond. Trying to impose orthodoxy as reference, both ethically and academically in the Congolese changing university space, presupposes to consider the governance (nature/quality) of Congolese society in which the university is only seen as one of the main observation windows. As a prerequisite for successful reimplementation of the professional codes of ethics among scholars, we believe that any awareness campaign would not cause the breakup of disreputable practices dominating the Congo’s higher education if courageous, even unpopular but salutary reforms are not undertaken upstream. Even if scholars are to be questioned on their duties (Social Responsibility), it remains that their material conditions of living and working are not conducive to the rigorous application of ethical and professional principles for an effective exercise of academic freedom as a right. Material misery would induce moral misery and intellectual poverty, thus trapping academic freedom.

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