The core epistemic responsibilities of universities: Results from a Delphi study

Epistemic responsibilities (ERs) of universities concern equipping and empowering its researchers, educators and students to attain, produce, exchange and disseminate knowledge. ERs can potentially guide universities in improving education, research and in service to society. Building on earlier philosophical work, we applied empirical methods to identify core ERs of universities and their constituting elements. We used a three-round Delphi survey, alternating between closed questions to gain consensus, and open questions to let panelists motivate their answers. 46 panelists participated in our study. We reached consensus on six ERs: 1) to foster research integrity, 2) to stimulate the development of intellectual virtues, 3) to address the big questions of life, 4) to cultivate the diversity of the disciplinary fields, 5) to serve and engage with society at large, and 6) to cultivate and safeguard academic freedom. Together the six ERs contain 27 elements. Consensus rates ranged from 73%-100% for both the ERs and their elements. Participants’ detailed responses led to substantial improvements in the accompanying descriptions of the ERs. Our findings can inform the debate about the roles and responsibilities of universities, and inform researchers and policy makers to emphasize epistemic tasks of universities.

高校的认识论责任（Epistemic Responsibilities, ERs）指的是赋能并培养其研究人员、教育工作者与学生，使其能够获取、创造、交流与传播知识。这类责任可为高校改进教育、科研及社会服务工作提供指引。本研究在既往哲学研究的基础上，采用实证研究方法识别高校的核心认识论责任及其构成要素。我们开展了三轮德尔菲调研，交替使用封闭式问题以达成共识、开放式问题供专家组阐释其观点。本研究共有46位专家参与。最终就六项核心认识论责任达成共识：1）促进科研诚信建设；2）推动理智德性培育；3）回应人生重大命题；4）优化学科领域多样性；5）服务并广泛融入社会；6）培育并捍卫学术自由。上述六项认识论责任共包含27项构成要素。对于各项责任及其要素的共识达成率介于73%至100%之间。参与者的详细反馈大幅完善了认识论责任的配套说明文本。本研究结果可为关于高校角色与责任的学术讨论提供参考，也可帮助研究人员与政策制定者重视高校的认识论职能。