Document Type : Research Paper
Authors
1
Master's student in Educational Adinistration, Department of Educational Adinistration and Human Resources Development, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Iran.
2
Associate Professor, Department of Educational Adinistration and Human Resources Development, Faculty of Education and Psychology, Ferdowsi University of Mashhad. Iran.
3
Associate Professor, Department of Educational Adinistration and Human Resources Development, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Iran.
Abstract
This study aimed to describe faculty members lived experiences of academic freedom at Ferdowsi University of Mashhad and to identify the major dimensions shaping these experiences. A qualitative descriptive phenomenological approach was employed. The participants were 18 faculty members selected purposively from different academic disciplines and academic ranks. Data were collected through in-depth semi-structured interviews conducted until data saturation was reached. The interview data were analyzed using Strauss and Corbin’s coding procedures, and the trustworthiness of the findings was assessed based on Lincoln and Guba’s criteria of credibility, dependability, confirmability, and transferability. The analysis identified five main themes: educational freedom, research freedom, individual freedom, cultural freedom, and organizational freedom. Educational freedom reflected participants’ experiences of autonomy and restriction in selecting teaching methods, organizing course content, managing classroom activities, and making educational decisions. Research freedom concerned opportunities and constraints related to choosing research topics, conducting and publishing research, obtaining financial support, and complying with institutional evaluation requirements. Individual freedom represented faculty members’ personal understandings of academic freedom and the influence of professional experience and individual characteristics. Cultural freedom highlighted the effects of social and political conditions, organizational culture, interpersonal relationships, and freedom of expression. Organizational freedom encompassed university autonomy, centralized governance, institutional regulations, promotion policies, job security, and disciplinary differences. Overall, academic freedom emerged as a multidimensional and context-dependent phenomenon shaped by individual, disciplinary, cultural, and organizational conditions. Strengthening university autonomy, revising restrictive policies, and fostering scholarly dialogue may contribute to a more supportive environment for academic freedom
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