Higher Education (Freedom of Speech) Bill (Fourth sitting) Debate
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Lord Beamish
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Higher Education (Freedom of Speech) Bill (Fourth sitting)
Lord Beamish Excerpts(3 years, 1 month ago)
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Matt Western
Q Do you think that academic freedom needs stronger definition?
Professor Layzell: I think the definition is fine. We have the concept of academic freedom of speech within the law already. This puts a nuance on it, but I think we are quite happy with the definition as it is.
Mr Kevan Jones (North Durham) (Lab)
Q The problem with the Bill as it is written is that there is no stipulation that, per your very sensible suggestion, people would have to go through the internal complaints process first, which is the usual thing for ombudsmen and anything else. If we are not careful, we could end up with people resorting straight to law if they want to make a political point. That is going to cost the universities a lot. In some cases, they will settle just to get rid of them.
Professor Layzell: That is why you would want the full internal and existing apparatus to be fully utilised before we go into that final stage.
Mr Richard Holden (North West Durham) (Con)
Q Professor Grant, I agree with your analysis that the bigger concern seems to be self-censorship, but we are a little unclear on the levels of evidence around this. Could you outline some of the evidence of self-censorship that you have seen? Is this something that affects you in your department at King’s?
Professor Grant: This is one of those things that is really hard to get good evidence on. In the survey we did of 2,000 students, about a quarter said that they felt unable to express views in their university because they were nervous about disagreeing with their peers. That is a big number; if a quarter of the students in a class are nervous about expressing their views, that worries me. We then followed up that survey data through focus groups. In those groups, this was the issue that the students landed on. Focus groups are by definition small numbers so we need to treat some of this evidence carefully, but they were saying that they felt that reading lists in certain topics were biased to one view or another and were not balanced, and that lecturers quite often had some political view that they would express in the classroom, and if the students disagreed with that, they were nervous about expressing contrarian views in that context.
We followed that up with a focus group with a mix of vice-chancellors from the UK, Australia and the US. What was interesting for me was that when we put that evidence on the table, the response from the vice-chancellors was “We cannot tell our lecturers what to put on their reading list because that would breach academic freedom.” What I find interesting in the Bill is that tension between the desire to promote free speech––and cool the chilling effect––and the concept of academic freedom, and how it is actually the academic who decides what to teach in the classroom. That is why I am not convinced that regulation or legislation is going to solve this. I think it is deeper: it is cultural, it is values-driven.