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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 0000-0001-7100-9684), Emma Ajdari, René van Woudenberg (ORCID 0000-0002-1169-6539), Jeroen de Ridder (ORCID 0000-0001-6774-5478), Lex Bouter (ORCID 0000-0002-2659-5482), Joeri Tijdink (ORCID 0000-0002-1826-2274)
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
FullText Text:
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  Data: Development of Practical Tools to Realize the Epistemic Responsibilities of Universities: A Co-Design Study
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  Data: <searchLink fieldCode="AR" term="%22Iris+Lechner%22">Iris Lechner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7100-9684">0000-0001-7100-9684</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emma+Ajdari%22">Emma Ajdari</searchLink><br /><searchLink fieldCode="AR" term="%22René+van+Woudenberg%22">René van Woudenberg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1169-6539">0000-0002-1169-6539</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeroen+de+Ridder%22">Jeroen de Ridder</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6774-5478">0000-0001-6774-5478</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lex+Bouter%22">Lex Bouter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2659-5482">0000-0002-2659-5482</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joeri+Tijdink%22">Joeri Tijdink</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1826-2274">0000-0002-1826-2274</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Policy+Reviews+in+Higher+Education%22"><i>Policy Reviews in Higher Education</i></searchLink>. 2025 9(1):7-31.
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  Data: 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
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  Data: 25
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22College+Role%22">College Role</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Mission%22">Institutional Mission</searchLink><br /><searchLink fieldCode="DE" term="%22School+Responsibility%22">School Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Freedom%22">Academic Freedom</searchLink>
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  Data: 10.1080/23322969.2024.2431744
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  Data: 2332-2969<br />2332-2950
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  Data: 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.
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  Data: 2025
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  Data: EJ1469192
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      – Text: English
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