University Autonomy as the Core of Social Responsibility Forum on Social Responsibility in Higher Education Bastian Baumann, Magna Charta Observatory Bogotá, 13 August 2009

Magna Charta Universitatum Signed by 388 rectors in Bologna on 18 September signatories as of September 2009 –17 signatories from Colombia Worldwide geographical coverage –Currently more than 80 countries

Content Fundamental values and principles of the university –Institutional autonomy –Academic freedom –Link between teaching and research

Reasons 900th anniversary of the University of Bologna Iron Curtain –Emphasis on Europe Common heritage of universities Worldwide acceptance New trends

Magna Charta Observatory Founded in 2000 by University of Bologna and European Rectors Conference (now EUA) Based at the University of Bologna No membership

Activities Monitoring function Convenor Advisor Think tank Worldwide scope of activities

Social responsibility towards whom? Externally –Individuals –Society at large Internally –All members of the academic community

Functions of Universities Teaching, research Innovation Truth Meaning Order Welfare

Welfare and order functions For individuals: Reason to enrol and climb the social ladder For society: More educated citizens –Increase participation –Widening access Social, economical and cultural growth –Knowledge society

Main purposes of higher education Personal development Preparation for life as active, constructive and critical citizens in a democratic society Preparation for the labour market Maintain an advanced knowledge base

Personal development Broad education Inter- / trans- / multi-disciplinarity Transmission of values Awareness of one’s own cultural norms

Preparation for life as active, constructive and critical citizens Active: informed and self-assured Constructive: knowledgeable and inventive Critical: Reflective and open-minded Citizens: Sense of citizenship responsibilities Pedagogical approaches that do not just teach one response to one particular question

Preparation for the labour market Skills / competences / knowledge Subject-specific and generic No short-sightedness Sustainable employability

Advanced knowledge base Forefront of knowledge Link between teaching and research Basic and applied research Not only MST Continuous search for truth

Autonomy as a prerequisite Free from political, economic and religious interests Code of conduct Drivers of change Change as a prerequisite for development Both public and private universities

Prerequisites Notion of higher education as a public good Institutional autonomy Academic freedom

Requirements Accountability –Efficiency and effectiveness –Capacity to act and decide Integrity Awareness of needs Continuous development

Dialogue Externally: –Build consensus –Prevent attacks on institutional autonomy Internally: –Mission –Avoid tensions between institutional autonomy and academic freedom

Systemic incentives Need to reward socially responsible missions and acting –Both for universities and individuals Rankings

Conclusion The answer to the question “which kind of education do we need” is to be found in the answer to the question “which kind of society do we want?” Chilean Sociologist Eugenio Tironi in “El sueño chileno“ (2005)

Contact Via Zamboni Bologna Italy