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.

Automated summary

This study used empirical methods to identify the epistemic responsibilities of universities, and found that universities should foster research integrity, stimulate the development of intellectual virtues, address the big questions of life, cultivate the diversity of disciplinary fields, serve and engage with society, and cultivate and safeguard academic freedom. These findings can inform the debate about the roles and responsibilities of universities and highlight the importance of epistemic tasks.