Institutional autonomy and governance of higher education institutions in India

2019 ◽  
pp. 43-55
Author(s):  
N.V. Varghese ◽  
Garima Malik
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Institutional Autonomy

scholarly journals Challenges to Higher Education in Laos and Cambodia

2019 ◽  
pp. 20-21 ◽  
Author(s):  
Martin Hayden
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Higher Education Institutions ◽  
Education Sector ◽  
Private Higher Education ◽  
Institutional Autonomy ◽  
Education Systems ◽  
Higher Education Systems

The higher education systems in Laos and Cambodia have been expanding rapidly over recent years, but with increasing reliance on a teaching-only private higher education sector, the quality of which is extremely variable. Public-sector higher education institutions, though generally considered more prestigious to attend, are severely constrained by a lack of institutional autonomy and limited budgets, and so their quality is also a matter for concern.

scholarly journals Balancing between accountability and autonomy: the impact and relevance of public steering mechanisms within higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tomi J. Kallio ◽  
Kirsi-Mari Kallio ◽  
Mira Huusko ◽  
Riitta Pyykkö ◽  
Jussi Kivistö
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Institutional Autonomy ◽  
University Autonomy ◽  
Education Policies ◽  
Content Type ◽  
Higher Education Policies ◽  
Steering Mechanism ◽  
Key Aspects ◽  
The Impact

PurposeThis article studies the tensions between universities' accountability and autonomy in response to the demands of public steering mechanisms coordinating higher education institutions.Design/methodology/approachDemonstrating the tension between accountability and autonomy, the impact and relevance of public steering mechanisms coordinating higher education are studied via a survey with selected representative Finnish universities. The response rate was an exceptionally high 94%. In addition to the statistical analysis of the survey, open-ended questions were also analyzed to give a more in-depth understanding of the findings. The study uses paradox theory and institutional complexity as its theoretical lenses.FindingsThe empirical analysis of this study shows a considerable gap between the experienced impact and the experienced relevance of the steering mechanisms in higher education. The authors’ further analysis of the open-ended data shows that indicator-based funding allocation has undermined the perceived university autonomy. The authors highlight the paradoxical tensions of university autonomy and higher education institutions' steering mechanisms' requirement for accountability. Finding an acceptable balance between accountability and institutional autonomy plays an important role in designing higher education policies.Originality/valueThe authors found that even if a steering mechanism is experienced as impactful, it is not necessarily considered relevant. One of the key aspects in understanding the reasons behind this mismatch is related to university autonomy. Most impactful steering mechanisms become considered less relevant because they also endanger institutional autonomy. In this sense, it could be expected that steering mechanisms should better balance accountability and autonomy.

scholarly journals From Peril to Promise: Repositioning Higher Education for the Reconstruction of Africa’s Future

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Ibrahim Oanda ◽  
Ebrima Sall
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Institutional Autonomy ◽  
African Union ◽  
Public And Private ◽  
Policy Makers ◽  
Development Partner ◽  
Research And Innovation ◽  
Private Higher Education Institutions

What efforts and policy commitments need to be made, to ensure that higher education in Africa is central to realizing Africa’s development imperatives? Both in Africa and among the development partner community, academics and policy makers recognize the importance of higher education for Africa’s development. Public and private higher education institutions are expanding, boosting enrollments. In most countries, new buffer bodies have been created to provide governance oversight, guarantee greater institutional autonomy from undue political control, and strengthen the institutions, to allow them engage in national and continental development issues. Greater policy commitments from the African Union Commission (AUC) have rejuvenated regional higher education bodies working to set quality assurance frameworks, and reorganized commissions for science and technology that are mobilizing funding for research and innovation for higher education institutions. Are these developments leveraging higher education institutions to play new important roles in crafting Africa’s future? What will it take for Africa’s higher education to be pivotal in reconstructing Africa’s future?---Quels sont les efforts et les engagements politiques qui doivent être mis en œuvre pour s’assurer que l’enseignement supérieur joue un rôle central dans la réalisation des impératifs de développement en Afrique ? Que ce soit en Afrique ou parmi la communauté des partenaires du développement, les universitaires et les décideurs politiques reconnaissent l’importance de l’enseignement supérieur pour le développement du continent. Les établissements d’enseignement supérieur publiques et privés se développent, entraînant une augmentation des inscriptions. Dans la plupart des pays, de nouveaux organismes tampons ont été créés afin d’assurer une surveillance de la gouvernance, de garantir une plus grande autonomie institutionnelle vis-à-vis d’un contrôle politique injustifié, et de renforcer les institutions pour leur permettre de s’engager pleinement dans des enjeux de développement à l’échelle nationale et continentale.Un plus grand engagement politiques de la part de la Commission de l’Union Africaine (CUA) a permis de revivifier l’activité d’organismes régionaux d’enseignement supérieur chargés d’instaurer des cadres d’assurance qualité, et de mener à la réorganisation des commissions pour la science et la technologie qui mobilisent les fonds pour la recherche et l’innovation destinés aux établissements d’enseignement supérieur. Ces développements ont-ils poussé les institutions d’enseignement supérieur à jouer d’importants nouveaux rôles dans l’élaboration de l’avenir africain ? Que faudra-t-il faire pour que l’enseignement supérieur en Afrique devienne central dans la reconstruction de l’avenir de l’Afrique ?

scholarly journals The Modern Challenges of Higher Education Institutions in Armenia

2021 ◽  
pp. 26-31
Author(s):  
Koryun Atoyan ◽  
Anna Babajanyan ◽  
Vardan Atoyan
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Higher Education Institutions ◽  
Educational Programs ◽  
State Universities ◽  
Institutional Autonomy ◽  
Funding Sources ◽  
Research Activities ◽  
Legislative Regulation ◽  
Key Issues

The article discusses the modern key issues hindering the development of higher education institutions in Armenia. The article also refers to the issues related to the legislative regulation of the higher education sphere in Armenia, the internationalization of state universities, the institutional autonomy, the formation of governing councils, educational programs, accreditation, the connection of higher education institutions with the labor market, as well as the funding sources of higher education institutions and the research activities. As a result of the analysis, certain suggestions have been outlined, which, according to the authors, can contribute to the solution of the issues under discussion.

Governance of Higher Education Institutions

2004 ◽  
Vol 29 (2) ◽  
pp. 79-84 ◽  
Author(s):  
I M Pandey
Keyword(s):  
Higher Education ◽  
Management Practice ◽  
Higher Education Institutions ◽  
Institutional Autonomy ◽  
Publicly Funded ◽  
Socially Responsible ◽  
Financial Autonomy ◽  
Research Findings ◽  
Training Research ◽  
The Government

Governance includes the issues of autonomy and accountability. In most countries, including developing countries, autonomy is being extended to higher education institutions (HEIs) in order to increase the flexibility which these institutions require to meet the needs of the society and the economy. Autonomy is the prerogative and the ability of an institution to act by its own choices in pursuit of its mission and goals. This ensures optimum allocation of resources for achieving the stated goals and missions of HEIs which are knowledge creation and dissemination. These institutions are mission- oriented and although they have a significant impact on the economy and the society, their action and results are not directly measurable in financial terms. Autonomy encompasses three areas - academic, institutional, and financial. Academic autonomy is the freedom for faculty members to operate freely which would lead to intellectual wealth of great quality. Institutional autonomy includes operational freedom and freedom of decision-making by the institute's constituents. Financial autonomy means the freedom to raise and use funds according to its priorities and internal rules. An institution cannot have full institutional autonomy without financial autonomy. Allowing financial autonomy with accountability would assess the effectiveness of the institution in disseminating knowledge to its students. Autonomy of publicly funded institutions also implies societal accountability. Institutions operate in a given environment. Therefore, their actions and outcomes must be consistent with the demands of the external environment. Societal concern assumes great significance as governance in HEIs cannot be devoid of environment and social responsibility. Every organization's actions influence the members of the society, directly or indirectly. Therefore, HEIs should strive to strike a balance between needs of their stakeholders, demands of the society, and autonomy. A socially responsible HEI should perform the following duties: Be a resource and supporter for public policies and issues. Ensure admission to all qualified students from all sections of the society. Facilitate quality education and research. Assist in professionalizing management practice of socially desirable but under-managed sectors. Help business and industry through training, research, and consultancy. Research on the issues that are significant for the government, the industry, and other sectors and disseminate the research findings. Collaborate with other academic institutions to help them improve their aca- demic standards. Organizations take a lot from the society and hence should also give back to the society. This attitude will sustain them over a long period of time.

scholarly journals Assessment of institutional autonomy of higher education institutions: methodical approach

2018 ◽  
Vol 2 (1) ◽  
pp. 72-84
Author(s):  
Olena Rayevnyeva ◽  
Iryna Aksonova ◽  
Viktoriia Ostapenko
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Methodological Approach ◽  
Educational Activity ◽  
Institutional Autonomy ◽  
University Autonomy ◽  
Education Systems ◽  
Higher Education Systems ◽  
Methodical Approach

In order to reform and modernize the system of higher education, an important step is to assess the constituent parts of the institutional autonomy of higher education institutions (HEI), which allows, on the basis of a combination of the level of autonomy of higher education systems of countries and their universities, and indicators of the quality of scientific and educational activities of the HEI, to ensure a unified approach to information and analytical assessment of university autonomy in general. This fact proves the necessity of developing a methodological approach to the assessment and management of institutional autonomy of the HEI. The authors carried out a comparative analysis of the models of university autonomy, international and national approaches to the assessment of the components of institutional autonomy such as organizational, personnel, academic and financial. The methodical approach to the evalution of the institutional autonomy of the HEI is developed. The proposed methodological approach is aimed at the formation of an information space for simultaneous comparison and assessment of the level of institutional autonomy of HEI and indicators that affect it. This approach combines the results of grouping the autonomy of higher education systems of the countries and their HEI according to homogeneous groups and the results of calculating the integral indicator of the quality of scientific and educational activity within each component of institutional autonomy, which allows to determine the position of a specific HEI on the level of autonomy in the proposed matrix of recognition of the situation.

scholarly journals UNIVERSITY AUTONOMY: ANALYSIS OF THE INTERNATIONAL DOCUMENTS

2019 ◽  
pp. 100-105
Author(s):  
Inna Vlasova
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
World Bank ◽  
Higher Education Institutions ◽  
Institutional Autonomy ◽  
University Autonomy ◽  
Financing System ◽  
Education Development ◽  
Learning And Teaching ◽  
The World

The article is devoted to the identification of the higher education development trends on the basis of the key analytical documents analysis of the following international organizations in higher education: United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic Cooperation and Development (ОЕCD), World Bank, European University Association. UNESCO documents are focused on the autonomy of higher education institutions and academic freedom. Autonomy means that degree of self-governance necessary for effective decision making by institutions of higher education regarding their academic work, standards, management and related activities consistent with systems of public accountability, especially in respect of funding provided by the state, and respect for academic freedom and human rights. However, the nature of institutional autonomy may differ according to the type of establishment involved. Autonomy is the institutional form of academic freedom and a necessary precondition to guarantee the proper fulfilment of the functions entrusted to higher-education teaching personnel and institutions. The World Bank Analytical reports are emphasized on the financial autonomy as an integral part of the higher education financing system. The OECD reports are devoted to the university autonomy in the context of financing, quality assessment and management of higher education institutions. The tendencies of the development of higher education systems in Europe are defined. They are increasing of the role of higher education in ensuring the competitiveness of countries in the world economic community; increasing of the universities competition in market economy and controlling over the public financial resources effective using; increasing demands for higher education quality; decentralization of higher education institutions management; development of the institutional autonomy and academic freedom; the interconnection of institutional autonomy, accountability and responsibility for the quality of higher education; the educational paradigm changing in terms of learning and teaching recognition as key institutional priorities.

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