Development of Practical Tools to Realize the Epistemic Responsibilities of Universities: A Co-Design Study
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| Title: | Development of Practical Tools to Realize the Epistemic Responsibilities of Universities: A Co-Design Study |
|---|---|
| Language: | English |
| Authors: | Iris Lechner (ORCID |
| Source: | Policy Reviews in Higher Education. 2025 9(1):7-31. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Universities, College Role, Institutional Mission, School Responsibility, Epistemology, Educational Policy, Stakeholders, Academic Freedom |
| DOI: | 10.1080/23322969.2024.2431744 |
| ISSN: | 2332-2969 2332-2950 |
| Abstract: | University rankings have strongly influenced the values, practices, and policies universities adopt to be considered "good" universities. Thinking in terms of epistemic responsibilities (ERs) of universities provides a novel framework that could counter the traditional use of rankings and its negative effects, by accentuating other and broader responsibilities for research, teaching, and in service to society. We conducted a co-design study to develop practical tools to foster ERs. Applied co-design methodology is characterized by creativity, collaboration, and democratic knowledge formation. In an iterative co-design process with 25 participants from a range of backgrounds, we co-designed three policy tools for fostering ERs at universities: (1) organization of events and activities about the ERs to create awareness about them, (2) establishment of red teams to critically reflect on ERs and (3) setting up co-creation spaces in which stakeholders prioritize and develop university actions to foster ERs. In this study, we showed how policy for higher education can be developed using co-design methodology. Lastly, these three co-designed tools focus on realizing ERs through collaborative bottom-up processes, while also valuing the particular contexts of universities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469192 |
| Database: | ERIC |
| Abstract: | University rankings have strongly influenced the values, practices, and policies universities adopt to be considered "good" universities. Thinking in terms of epistemic responsibilities (ERs) of universities provides a novel framework that could counter the traditional use of rankings and its negative effects, by accentuating other and broader responsibilities for research, teaching, and in service to society. We conducted a co-design study to develop practical tools to foster ERs. Applied co-design methodology is characterized by creativity, collaboration, and democratic knowledge formation. In an iterative co-design process with 25 participants from a range of backgrounds, we co-designed three policy tools for fostering ERs at universities: (1) organization of events and activities about the ERs to create awareness about them, (2) establishment of red teams to critically reflect on ERs and (3) setting up co-creation spaces in which stakeholders prioritize and develop university actions to foster ERs. In this study, we showed how policy for higher education can be developed using co-design methodology. Lastly, these three co-designed tools focus on realizing ERs through collaborative bottom-up processes, while also valuing the particular contexts of universities. |
|---|---|
| ISSN: | 2332-2969 2332-2950 |
| DOI: | 10.1080/23322969.2024.2431744 |
