نگاهی تاریخی به فضیلت پاسخ‌گویی در آموزش عالی اروپا و آمریکا

Introduction and Objectives:  In today’s world, higher education assumes a pivotal role in advancing the social, economic, and cultural development of nations, with universities carrying significant responsibilities in achieving strategic societal goals. Amid rapid technological transformations, growing informational complexities, and challenges such as artificial intelligence and academic misconduct, the necessity of reinforcing ethical frameworks and embedding the virtue of accountability in universities has become more critical than ever. Accountability extends beyond legal requirements, being rooted in moral and cultural values that foster transparency, public trust, and a balance between rights and duties within the organizational structure of higher education. As such, it underpins the enhancement of teaching and research quality while strengthening institutional legitimacy and cohesion in relation to diverse stakeholders, including students, policymakers, and society. Despite centuries of debate over university autonomy and the role of the state, accountability has remained an essential bridge between universities and their communities. While it yields important benefits—such as raising standards and curbing abuses of power—it also raises concerns about its potential to constrain trust and academic freedom. Nevertheless, in what has often been described as the “Age of Accountability,” a critical analysis of this concept and its implications for the transformation of higher education is indispensable. The present study aims to examine the nature and dimensions of accountability, offering a historical perspective on how it has been understood and practiced in European and American universities, and to identify to whom and for what purposes universities have been held accountable across different historical periods.
Research Methodology: The present study seeks to explain the nature and dynamics
of the virtue of accountability within a historical context. Methodologically, it adopts a qualitative research design that emphasizes meaning-making and an in-depth understanding of phenomena rather than quantitative measurement. Through the systematic analysis of historical documents and reports, the research explores structural, cultural, and institutional transformations in universities across time. This qualitative historical approach enables the reconstruction of continuities and shifts in events and developments, as well as their critical examination, in order to gain a deeper understanding of how the concepts and practices of accountability have evolved within higher education. As noted by Yemeni-Dozi Sorkhabi (2013), such an approach allows the researcher to reconstruct past realities by reviewing and interpreting relevant sources, thereby tracing the transformation of organizational behaviors, structures, and values over time. The method involves collecting and analyzing written documents, archival materials, university mission statements, and policy reports, which are interpreted systematically to construct a comprehensive and evidence-based account of the evolution of moral accountability. As a fundamental rather than applied inquiry, the study aims to advance theoretical knowledge about the concept of accountability and its role in higher education, rather than providing immediate practical solutions. Particular attention is given to examining the historical approaches of American and European universities toward accountability as a moral virtue, analyzing the role of organizational ethical culture, and clarifying the social and political conditions that have influenced higher education as an institution over time. This methodological orientation thus enables both the reconstruction of historical realities and the theoretical deepening of the relationship between accountability, ethics, and the mission of universities.
Findings: Since the 1980s, accountability has emerged as a prominent ethical and institutional component in higher education in Europe and the United States, gradually acquiring new dimensions over time. With the growing emphasis on universities’ responsibility, the boundary between academic freedom and accountability has increasingly become contested. The findings indicate that the idea of university autonomy, rooted in the Enlightenment, can no longer persist without the acceptance of moral accountability. Contemporary universities face mounting pressures from governments, civil society, philanthropists, and even students, all of whom demand transparency, effectiveness, and responsibility. The study shows that the movement of European and American universities toward moral accountability has been shaped by the complex interaction of historical, social, political, and economic factors across three key stages: the pre–nation-state era, the nation-state era, and the era of globalization. In the first stage, universities were traditional institutions under the authority of the Church, with the primary mission of training religious elites. With the Renaissance and the Enlightenment, however, humanistic values, scientific freedom, and the personal role of professors enhanced internal accountability. In the second stage, with the rise of nation-states and the expansion of governments’ social responsibilities, universities were expected to contribute to nationalization, democratization of education, and the provision of public services, thereby assuming greater accountability to the state and society. In the third stage, the age of globalization and the information society, the missions of internationalization in teaching, research, and public service, along with the emergence of transnational institutions, created new pressures for transparency, accountability, and ethical responsibility. In this context, moral accountability is recognized as a vital strategy for safeguarding the legitimacy, quality, and social responsibility of universities in modern and postmodern worlds.
Discussion and Conclusion: A historical examination of the virtue of accountability in American and European universities reveals that these institutions have faced similar challenges in balancing academic autonomy with social responsibility throughout their development. European universities, with deep roots in medieval and Renaissance traditions, initially fostered accountability internally within their organizational structures and gradually extended it toward society and the state. In contrast, American universities, emphasizing research orientation and relative independence, have progressively adapted their accountability frameworks in response to pressures from governments, civil society, and various stakeholders. This historical trajectory indicates that accountability is not merely an administrative obligation but rather an ethical and institutional process shaped and sustained within specific cultural, political, and social contexts. Moreover, the tension and interplay between academic freedom and moral accountability in universities of both regions have played a key role in forming organizational identity and legitimacy. In light of increasing pressures from globalization and technological change, institutionalizing this virtue emerges as a critical strategy for maintaining a balance between responsibility and academic independence. Ultimately, the study underscores that the development of institutional mechanisms grounded in moral accountability is indispensable for achieving ethical and sustainable universities in the contemporary era. A deeper understanding of the relationship between rights and duties in higher education can guide fundamental transformations in policy-making, organizational culture, and university performance, thereby enhancing both the quality of teaching and research and the capacity of universities to meet diverse societal expectations.