University Autonomy of Higher Education in Taiwan: Developments and Consequences

2020 ◽  
pp. 123-139
Author(s):  
Jason Cheng-Cheng Yang
Keyword(s):  
Higher Education ◽  
University Autonomy

scholarly journals USING STUDENT SELF-GOVERNANCE FOR CREATING LEADERSHIP BEHAVIOR AND FUNDAMENTALS OF MANAGEMENT ACTIVITY

2021 ◽  
pp. 44-55
Author(s):  
Tatiana Daragan ◽  
◽  
Oksana Vlasyuk ◽  
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Leadership Behavior ◽  
Higher Education Institutions ◽  
Educational Process ◽  
University Education ◽  
Successful Implementation ◽  
Student Government ◽  
University Autonomy ◽  
Management Activity

The article examines the stages of implementation of the main aspects of university autonomy, in particular the organization of student governance in domestic higher education institutions. It is necessary to realize that the creation of effective student government is a key condition for building a domestic system of higher education in accordance with the best practices of the European educational space. It is determined that in the process of restructuring higher education through the formation of university autonomy, students should be considered as a full partner in the process of modernization of the domestic higher education system. It is established that the work of student government should significantly expand its scope and be more active in developing key issues of organization and content of university education. The main points of formation of student self-governance in Ukrainian HEIs are determined and a comparative analysis of the key principles under which European universities operate is carried out. The authors analyzed the Law of Ukraine «On Higher Education», in particular in terms of organizing the work of student government. The main issues of student self-governance, which are reflected in the statutes of higher education institutions, are summarized. The article shows the results of the study conducted during the research «Implementation of university autonomy in the context of decentralization of HEIs, the democratization of the educational process, increasing responsibility for the quality of education». The stance of the students to the process of the autonomy of educational institutions in general is studied. The information on the respondents’ awareness of the regulatory framework is summarized. The degree of activity of student self-government bodies in solving issues of improving the educational process is analyzed. The proposals of the participants of the online survey on the next stages of activity for the successful implementation of university autonomy have been studied.

scholarly journals Appointing and Removing Academic Staff in Public Institutions: The Level of Autonomy at Kyambogo University, Uganda

2016 ◽  
Vol 2 (1) ◽  
pp. 101
Author(s):  
Ayebare Justin ◽  
Kisige Abdu ◽  
Gitta Eric ◽  
Betihama Jackson ◽  
Kimoga Joseph
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Public Institutions ◽  
Institutional Autonomy ◽  
State Control ◽  
University Autonomy ◽  
Public Authorities ◽  
Resource Manual ◽  
The University ◽  
Skilled Staff

Many governments, the university sector and the European Commission have recognized that increasing university autonomy represents a crucial step towards modernizing higher education in the 21st century. This study which was conducted at Kyambogo University highlights that in practice, public authorities still play a central role in the regulation of higher education systems more especially in the appointment and dismissal of academic staff. Despite the fact that the ministry has moved away from direct state control towards more “indirect” steering mechanisms, universities often continue to lack autonomy in many crucial areas, particularly in terms of filling staff positions. The purpose of this study therefore was to establish the level of institutional autonomy in academic staff appointment and removal at Kyambogo University. The researchers analysed each dimen¬sion of university autonomy in terms of appointment and dismissal of academic staff. We found out that appointment and removal of the academic staff in Kyambogo University was not in line with what is provided for in the Human Resource Manual and national guiding Acts, Laws and Standing orders. We recommend that since universities have a unique duty to perform that requires specific skilled staff, they should be given autonomy in the appointment and removal of these staff.

scholarly journals University Autonomy and Accountability in Russian Higher Education

2018 ◽  
Vol 94 ◽  
pp. 31-33
Author(s):  
Andrei Volkov ◽  
Dara Melnyk
Keyword(s):  
Higher Education ◽  
Strategic Thinking ◽  
University Autonomy ◽  
Russian Higher Education ◽  
Russian State

Historically, the Russian State has had a tumultuous relationship with institutional independence. For the country to become again an academic superpower, it is necessary to expand university autonomy to enable independent strategic thinking on the leadership’s part and ensure that universities are accountable to their stakeholders. This article considers the broad issues of university autonomy and accountability in Russia from historical and contemporary perspectives.

Middle East Studies in France

1975 ◽  
Vol 9 (3) ◽  
pp. 8-16
Author(s):  
Robert Santucci
Keyword(s):  
Higher Education ◽  
Middle East ◽  
University Autonomy ◽  
The Past ◽  
Collège De France ◽  
National School ◽  
May 1968 ◽  
Middle East Studies

It is not easy to present a summary of Middle East studies in France. Traditionally located in several important institutions—Collège de France, School of Applied Higher Studies (EPHE), National School of Oriental Languages—they have burst out of these walls over the past two decades. Many courses on the Middle East are now given in the Universities of Paris and the provinces. The new organization of higher education created after the crisis of May 1968 was guided by a spirit of university autonomy and thus makes any general summary even more difficult. Several universities have often been created in the same city and specialists have been split up among them rather than remaining together.

scholarly journals UNIVERSITY AUTONOMY AND ACCOUNTABILITY: THE RELATIONSHIPS BETWEEN STATE, HIGHER EDUCATION INSTITUTIONS AND SOCIETY

2012 ◽  
Vol 15 (1) ◽  
pp. 57-66
Author(s):  
Ly Thi Pham
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
State University ◽  
University Autonomy ◽  
Public Interests ◽  
Bottle Neck ◽  
University Council ◽  
State Higher Education ◽  
Two Sides ◽  
Governance Reforms

University autonomy and accountability are central points at heart of governance reforms, which is essence of the relations between state, university and society. University autonomy must be accompanied with institution accountability as two sides of a coint. University Council and independent accreditation agencies are schemes that enable the schools to hold their accountable. University Council is representatives of all stakeholders, in other words, presents public interests in supervision of university administrations. Accreditation agencies are civil society scheme designed to help schools improving their performance and to provide public with information about the universities. University autonomy has been a bottle-neck issue which hindered innovations at institutional level. Therefore it is unavoidable matter in developing high quality higher education institutions as it is prerequisite for their success.

scholarly journals Autonomy of Modern Russian Universities: Rectors’ Attitude

2020 ◽  
Vol 29 (11) ◽  
pp. 21-32
Author(s):  
D. A. Endovitskiy ◽  
Yu. A. Bubnov ◽  
K. M. Gaidar
Keyword(s):  
Higher Education ◽  
Well Being ◽  
University Autonomy ◽  
School Employees ◽  
High Quality ◽  
Current State ◽  
Regional Universities ◽  
Solid Foundation ◽  
Russian Universities ◽  
Historical Periods

The problem of University autonomy goes back centuries. However, it has not lost its relevance today, and is far from final resolution. This problem has been solved in different ways in different historical periods and in different countries. There is no unambiguity in the approaches to its development even today. It is particularly significant for modern Russia, which is faced with the task of achieving the competitiveness of domestic higher education in the global educational space and ensuring its high-quality functioning, which would become a solid foundation for further progress and prosperity of the country. The authors highlight a new aspect in the study of this problem, namely, the perception of the state of autonomy of Russian universities by their rectors. At the same time, it is emphasized that the subjective and psychological aspect of the issue is no less important than the study of legal or economic aspects, since the opinion of rectors reflects the consolidated position of thousands of higher school employees whose social well-being is a significant factor in the effectiveness of universities. Based on the survey of rectors of regional universities, the article reveals some general trends and specific positions of those heads of higher education institutions that indicate a narrowing of University autonomy at the present time, and those who consider its current state to be satisfactory and stable.

scholarly journals The Development of Higher Education Establishment Autonomy in Latvia

2015 ◽  
Vol 2 ◽  
pp. 409
Author(s):  
Ivans Jānis Mihailovs
Keyword(s):  
Higher Education ◽  
Legal Regulation ◽  
Current Situation ◽  
State Regulation ◽  
University Autonomy ◽  
Education Development ◽  
Educational Activities ◽  
Higher Education Development ◽  
National Legislation

The events, which were highly important for Latvian higher education development, were happened in the 1st part of 2011, incl. discussions about higher education establishment (university) autonomy frames and content. According to the national legislation and higher education establishment statuses, autonomy is mostly centred to the “inside” of the higher education establishment, bringing in “outside” duties to respect and comply with state regulation and standards etc. The analysis of current situation in Latvian higher education shows, that there are four models of autonomy, which have differences in legal regulation, management and daily practise. Also the targets of the founders, the priorities of educational activities are different and exactly influence educational relations, content of studies, study requirements, students, staff and administration duties and rights. In this context, discussions about the founder’s rights to supervise higher education establishment work and harmonization of society-statehigher education establishment still are opened for adjustment.

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