Faculty Publications and Presentations

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Education | Educational Leadership | Higher Education | Higher Education and Teaching


This article was originally published by ICCTE Journal, 6(1): http://icctejournal.org/issues/v6i1/v6i1-swezey-ross/. Reprinted here with permission.


Academic freedom is viewed by many in higher education as an indispensable foundational principle offering protection to university faculty. University faculty working within schools of education rely on the protection of academic freedom to pursue and develop new knowledge, frameworks, and pedagogies with which they can train and equip the next generation of classroom teachers and school administrators. Private religious universities have been a part of the American education landscape since the founding of Harvard University, yet the perception exists that faculty at religious universities are de facto inhibited by the religious commitment of many of these institutions. This study examines the concept of academic freedom as viewed by 18 senior faculty at Regent University, a private religious institution. Findings demonstrate faculty generally support an institutional perspective of academic freedom and express a high level of comfort with limited restrictions on academic freedom in light of the university’s religious mission. Implications exist for all faculty, especially those at religious institutions.