Organizational and Legal Principles of Ensuring Academic Autonomy of Higher Educational Institutions

The objective of the article is to determine the content and specific features of organizational and legal principles for ensuring the academic autonomy of higher educational institutions. In order to achieve this objective, the authors used the following methods of scientific cognition: dialectical, formal and legal, bibliographic. Problematic issues that are directly related to the implementation of legal norms for ensuring academic autonomy of higher educational institutions have been studied. The authors have formed own definitions of such concepts as “academic autonomy of educational institutions”, “organizational provision of academic autonomy” and “legal provision of academic autonomy”. Historical stages of formation and development of academic autonomy have been considered. Foreign and international norms regarding the observance of academic freedom and honesty in the most developed democratic countries of the world have been characterized. Suggestions for improving academic mobility, academic autonomy and academic freedom both in Ukraine and in the world have been provided.

Academic Autonomy in the Contemporary University

Objective: The purpose of this article is to show changes in the understanding of academic autonomy and the manifestations of its erosion, by appropriating this value to legitimise the increase in managerial autonomy, discrediting the value of community autonomy and increasingly restricting individual academic autonomy.Methodology: The article is based on a critical analysis of the literature dealing with the reality of the functioning of autonomy in higher education institutions and materials related to the implementation of contemporary higher education reforms - mainly in Poland.Findings: Changes in the perception of autonomy, threats to institutional and individual autonomy resulting from the uncritical subordination of transformations of higher education to the new public management concept as well as institutional isomorphism are presented.Value Added: Attention has also been paid to ignoring the critical discourse on the consequences of too-one-sided transformation of higher education institutions, losing key values, whose carrier is community and individual autonomy – both academic teachers, for whom it is a necessary condition for the development of didactic and scientific creativity, as well as students who only in a situation of feeling are able to take responsibility for their own development.Recommendations: Individual autonomy and participatory management, which determine creative activity and academic entrepreneurship, should be a particular concern for university managers. It is necessary to undertake research on the autonomy of students as members of the academic community.

ORGANIZATIONAL AND ACADEMIC AUTONOMY OF KHARKIV IMPERATOR UNIVERSITY (1804-1835)

The peculiarities of the development of organizational and academic autonomy of Kharkiv Imperial University in 1804–1835 are highlighted. It is shown that during the specified period the dynamics of the university autonomy process was characterized by a decrease in independence. It is proved that during 1804–1814 the institution was characterized by a high level of personnel autonomy. There were appointment and dismissal of teachers and officials, training of professors), managerial and educational autonomy (opening schools, finding teachers, writing textbooks, attracting local funds for educational needs), teaching autonomy ( teachers' free choice of sources for preparation for classes, high level of academic freedoms), publishing autonomy (printing in their own printing house) and student autonomy. The reasons for the change in attitudes towards the university and its independence after 1815 are analyzed (news of the murder of a history teacher by a German student, as a result - fears of youth free-thinking by the Ministry of Education, interference in university life, division of society into supporters and establishments of higher education). The events that became natural for that time are covered. They are the attack of the government and the most reactionary figures (O. Sturdza, M. Magnytskyi, D. Runich, I. Laval, etc.) on higher education and on university autonomy, ignoring the provisions of the democratic statute of 1804, publication in periodicals of articles directed against the independence of universities; dismissal of qualified teachers, reduction of the quality of higher education, etc. The level of organizational and academic autonomy in 1815–1835 is characterized (subordination of the university administration to the trustee, who now controlled all issues of the university; introduction of strict censorship; restriction of freedom of teaching; departure of foreign professors abroad; lack of teaching staff; superior treatment of students; loss of other privileges, etc.). The role of academic freedoms in the development of the student's personality is shown (self-preparation of higher education seekers, fundamental professional training, respect for academic virtues, gratitude of the university). Key words: organizational autonomy, academic autonomy, university, academic freedoms, higher education, student training.