Why: Universities are among the most important infrastructures of any society. They provide important professional education, promote critical thinking and disseminate knowledge and skills to students and society as a whole. In addition they are the cradle of innovation and research that are support the prosperity of nations. The persistent underfunding of the University of Iceland reduces its ability to do the work the government asks of it. Despite limited means, the university’s staff has greatly increased its research contribution, as can be seen in the university’s position in international rankings. It is time for the government to fulfill its promises about funding the higher education level and direct money for innovation and research back to universities and research funds.

How: The rector leads the university’s dialogue with the government, parliament, businesses and industries, as well as Icelandic society at large, about the importance of universities for the economic prosperity and welfare of the nation and lobbies for the fulfillment of the promises made.

Why: Research is one of the main objectives of any university. Academic freedom is the basis for research where science and the pursuit of knowledge is the guiding principle rather than the emphases of government or industry at any given time. By protecting academic freedom, we ensure strong research for the future. It is therefore important that researchers have the freedom to define their research focus and sufficient time to conduct research in their jobs. They must also have time to develop grant applications, as well as implement and administer research projects.

How: Promote dialogue with governments on policy-making and funding of research and infrastructure. Strive for a balance between applied and basic research, which is often the basis for future applied research.

Why: A good workplace is one where employees feel good, are dedicated to their work and take pride in. Research on the job environment at the University of Iceland demonstrates that we need to do better, and surveys of student well-being point in the same direction. Interventions to improve well-being have so far focused on individuals, although it is known that institutional interventions are more targeted and effective.

How: Existing data, such as quality reports, must be reviewed and improvements formulated based on their findings. If data is lacking, the university’s experts must be mobilized to obtain it. Strengthen factors that contribute to a constructive and attractive environment for staff and students. Create conditions for departments and areas to formulate improvements on their own terms.

Why: Efficiency has increased within the University of Iceland despite the fact that student numbers have doubled since the turn of the century while the number of permanent faculty has only a gone up by third – and yet, they publish twice as much now. Persistent underfunding has prevented the necessary increase in the number of academic staff. At least a third of faculty are at high risk of burnout and an even higher proportion of doctoral students.

How: The University Council has already set a policy to balance payments for teaching and this must continue to be worked on systematically. The Rector should lead a broad consultation on the continuation of the work, in which all departments participate and do so in collaboration with trade unions.

A major effort must be made to increase the number of permanent academic staff, strengthen and coordinate support services for teaching and research so that academic staff can carry out their core activities, which are to educate and research. Efforts must be made to reduce unnecessary bureaucracy and promote electronic solutions in administration.

Why: Diversity underpins strong university work, but uniformity limits it. Access for diverse groups to study and work at the University of Iceland must be ensured, and human rights must always be respected.

How: Emphasize consultation and cooperation with marginalized groups to ensure everyone‘s best possible access and participation in the university community. Utilize knowledge within the university to remove tangible, social and cultural barriers to access. Strengthen psychological and social work counseling for students, make better use of distance learning opportunities, promote initiative and make initiatives such as Sprettur permanent.

Why: The University of Iceland needs to be a leading force in Icelandic society and maintain an education that can adapt with future challenges. Emphasis must be placed on all aspects of sustainability, i.e. environmental, economic and social issues. The University of Iceland probably has the best knowledge on these issues in Iceland, and needs to put that knowledge to good use. A broad consensus must be established on the importance of sustainability and all departments mobilized to participate in changes in its favor.

How: The rector must be a strong advocate for sustainability and climate issues in the public arena. Interdisciplinary studies and research into the nature and consequences of climate change and how to develop mitigation and adaptation measures must be supported. A long-term plan must be developed for education and research that serves the Sustainable Development Goals and ensures that we can respond to future challenges. Climate change must be a central theme in all decision-making, and one way to do this would be to establish the position of Vice-Chancellor for Sustainability. The University of Iceland must also actively collaborate with ministries and institutions working in this field to disseminate knowledge into public decision-making.

Why: The University of Iceland must graduate well-educated students into society to tackle problems such as climate change, increased polarization in global societies, and backlash against gender equality. The uncritical use of artificial intelligence is also an urgent challenge to education and calls for changed teaching and assessment. It is important to respond to the call for increased emphasis on STEM, but also to foster fields that provide the foundation for such topics and create knowledge to understand and analyze the impact of technological development on society.

How: Work systematically with education, learning, and teaching on an interdisciplinary basis and strengthen the pillars of general education, e.g. by implementing basic competences for sustainability. Balance demands from calls for increased distance learning and other flexibility in education on the one hand, and measures for the (mis)use of AI on the other. This calls for increased collaboration between support services (e.g. the Examinations Office, the National Library and the Writing Center) and academic departments on diverse assessment and increased support for students and teachers to identify the advantages and disadvantages of artificial intelligence.