Abstract
This paper explores the conceptual history of academic freedom and its emergence as a substantive right that pertains to either the academic or the university. It is suggested that historical reconceptualisations necessitated by contingent circumstance may have led to academic freedom being seen as a form of protection for those working within universities whose national legislation recognises the right to teach and research without external interference, rather than as a responsibility to the wider society or to peers in other parts of the world, who do not enjoy the privilege of that right. I explore the value of academic freedom as both right and responsibility, particularly taking into consideration the ethical implications for both at the international level in higher education.
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