Abstract
Introduction. Academic responsibility consists in the duty of higher education providers to their students. By implementing academic responsibility, these providers respond to the demands of their society. The purpose of this article is to explore and analyse: implementation of education and teaching; mentoring; service to the university; research, publication; community service and ch anges. Materials and Methods. A qualitative research approach, employing the case study method, was used. Data were obtained from in-depth interviews from lecturers and students, field observations, as well as collating and reviewing documents. Results. The results of the study show that, in the implementation of education and teaching, the planning stage refers to the process of drafting the semester lesson plan. Student-centred active and participatory learning models are maintained; in mentoring, the guiding process simultaneously combines academic guidance, career guidance and personal-social guidance. While service provision is prioritised as one of the important educational aspects, in the implementation of research, it improves the ability of lecturers to research; in publications, to meet writing standards, peer assessment standards and documentation standards; in community service, it consists at the level of how to devote the knowledge possessed by the academic community to the progress of society; in change leadership, it involves technology, structure and human resources. Discussion and Conclusion. There is a commitment to support the implementation of academic responsibility of higher education through engagement in teaching, mentoring, serving the university, discovering, publishing, truth-telling, serving the community and leading change. This academic process shows the value of commitment to a better quality of higher education.
Highlights
In an era characterised by globalisation and the Fourth Industrial Revolution, the role and function of higher education institutions should be based on an understanding that the competitive resources of countries have shifted
In order to obtain a Programme Learning Outcome (PLO), guidance and a minimal criterion rule were applied to learning activities
As the process of preparing a learning programme, the learning plan started with a formulation of Basic Competencies (BC), Competency Standards (CS), determining learning strategies that would be implemented, including: allocation of time resources, determination of lecture material, as well as selecting facilities and media needed to support the achievement of competency standards set
Summary
In an era characterised by globalisation and the Fourth Industrial Revolution, the role and function of higher education institutions should be based on an understanding that the competitive resources of countries have shifted. In order to carry out their roles and functions, universities have certain academic duties. Kennedy defines academic duty as the necessary counterpart to academic freedom, albeit much more rarely cited. According to Kennedy, academic responsibilities that must be undertaken by universities include teaching, mentoring, serving the university institution, discovering, publishing, truth-telling, reaching beyond the institutional walls and managing change [2]. Gillespie et al and Seidel define the scope of higher education as comprising research, teaching and service [3,4,5]
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