Relevant bibliographies by topics / Higher education and state University autonomy Universities and colleges

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Higher education and state University autonomy Universities and colleges'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Higher education and state University autonomy Universities and colleges"

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Paterson, Lindsay. "Scottish higher education and the Scottish parliament: the consequences of mistaken national identity." European Review 6, no. 4 (1998): 459–74. http://dx.doi.org/10.1017/s1062798700003616.

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The creation of a Scottish parliament in 1999 will crystallize a cultural crisis for Scottish higher education. Scottish universities retained their autonomy after the 18th-century union between Scotland and England because the union was about high politics rather than the affairs of civil society and culture. Unlike in England, the universities developed in close relationship with Scottish agencies of the state during the 19th century, and these agencies also built up a system of non-university higher education colleges. In the 20th century, the universities (and later some of the colleges) s
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Łuczak, Wanda. "Powstanie krakowskiej Wyższej Szkoły Pedagogicznej i próba jej przyłączenia do Uniwersytetu Jagiellońskiego w 1956 roku." Prace Historyczne, no. 147 (1) (2020): 167. http://dx.doi.org/10.4467/20844069ph.20.008.12462.

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Establishment of the National Higher Teacher Training College (WSP) and an attempt to merge it with the Jagiellonian University in 1956 After the Second World War, the Jagiellonian University lost its autonomy and the state authorities destroyed its structures by separating the departments and creating new universities out of them. Independently, in 1946, the National Higher Teacher Training College in Krakow was established. In 1954, it received the right to run a master’s course. The quality of education in WSP was assessed negatively by the Jagiellonian University. In turn, the WSP authorit
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Wahyuni, Indah, and Akhyar Anshori. "Student response of Medan State University to independent campus discussion." COMMICAST 2, no. 2 (2021): 110. http://dx.doi.org/10.12928/commicast.v2i2.3352.

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Some time ago, Minister of Education and Culture (Mendikbud) Nadiem Makarim launched a program called "Merdeka Learning" aimed at Universities / Colleges which is also known as the Independent Campus. The discourse conveyed by the Minister of Education and Culture regarding the Merdeka Campus has four policies in the scope of higher education, namely (1) Opening of new study programs, in which this program provides autonomy for State (PTN) and Private Universities (PTS) to open or establish new study programs, (2) Higher education accreditation system, (3) Freedom for PTN Public Service Agency
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Khimich, Vita, Olena Homoniuk, and Mykola Rudnichenko. "A Comparative Analysis of Professional Training of Future Physical Culture Teachers in Leading European Countries." Comparative Professional Pedagogy 9, no. 4 (2019): 14–23. http://dx.doi.org/10.2478/rpp-2019-0032.

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AbstractThe article deals with analysis of undergraduate courses for professional training of future physical culture teachers in Poland, Germany, France, and Ukraine. These countries set a number of requirements to higher educational establishments that have professionally oriented programmes for such specialists and are almost similar in majority of the countries. It has been revealed that the content of studies is oriented on current demands of the labor market and personal needs of future physical culture teachers. Forms of organization of undergraduate courses for future physical culture
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Volkov, Andrei, and Dara Melnyk. "University Autonomy and Accountability in Russian Higher Education." International Higher Education 94 (June 11, 2018): 31–33. http://dx.doi.org/10.6017/ihe.2018.0.10545.

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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.
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Volkov, Andrei, and Dara Melnyk. "University Autonomy and Accountability in Russian Higher Education." International Higher Education 94 (June 11, 2018): 31. http://dx.doi.org/10.6017/ihe.2018.94.10531.

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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.
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Pradhan, Dr Niladri. "ASSESSMENT AND ACCREDITATION STATUS OF HIGHER EDUCATION INSTITUTIONS IN THE STATE OF WEST BENGAL: AN ANALYSIS." ENSEMBLE 2, no. 2 (2021): 89–95. http://dx.doi.org/10.37948/ensemble-2020-0202-a010.

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The primary goal of this research is to examine and compare the overall quality of higher education institutions' results. In terms of research methodology, it falls under the category of descriptive comparative status studies. In the state of West Bengal, 218 colleges affiliated with seven universities were purposefully chosen as samples. The data is analysed using qualitative statistical methods such as percentages and graphical representations. It was discovered that 43.26 percent of colleges received a B score. It's also worth noting that 1.08 percent and 3.57 percent of colleges affiliate
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Yamamoto, Shinichi. "Universities and Government in Post-War Japan." Canadian Journal of Higher Education 34, no. 3 (2004): 105–26. http://dx.doi.org/10.47678/cjhe.v34i3.183469.

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Japan's higher education system, in which private universities and colleges play an important part, has embarked on far-reaching reform in the 1990s. Its main objective was to free the national (public) universities from tight control by the central government and to give them more autonomy. In light of dramatic demographic changes, especially a much smaller proportion of people of traditional university age, and considering that higher education research was not useful to Japanese industry, the status and management of public universities have been transformed to allow more autonomy, competit
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Osipian, Ararat L. "University autonomy in Ukraine: Higher education corruption and the state." Communist and Post-Communist Studies 50, no. 3 (2017): 233–43. http://dx.doi.org/10.1016/j.postcomstud.2017.06.004.

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Issues of university autonomy, self-governance, and centralization and decentralization are still at the forefront of higher education in Ukraine. This study of university governance suggests that the state is a major foe of university autonomy, though certainly not the only one. The system of centralized university governance is experiencing changes in its content, function, mechanisms, and approaches, while maintaining its unity and highly centralized structure. Thus, it is difficult to adapt and respond to free market forces and challenges brought to the fore by the Euromaidan political tur
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Binh, Dao Thanh. "University autonomy and internal control." LAPLAGE EM REVISTA 7, no. 1 (2021): 589–601. http://dx.doi.org/10.24115/s2446-6220202171861p.589-601.

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Desk research is conducted to discuss the inevitability of implementing the global trend of university autonomy in Vietnam and the need to strengthen internal controls to minimize university management risks. Comparative analysis is applied to analyze and evaluate the results of piloting university autonomy in different Vietnamese universities to identify the shortcomings and challenges. This study highlights the necessity of applying internal controls in Vietnamese universities to minimize management risks and strengthen accountability, as well as the necessity of completing the legal framewo
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Dissertations / Theses on the topic "Higher education and state University autonomy Universities and colleges"

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Quann-Youlden, Cathy. "Commonwealth higher education policies : their impacts on autonomy and research in Australian universities /." Canberra, 2006. http://erl.canberra.edu.au/public/adt-AUC20081202.151704/index.html.

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Pei, Chao 1957. "Autonomy and private higher education in China." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36786.

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This study explores the notion of autonomy in the dynamics of private higher education in China. Focusing on the role and function of autonomy in the operation of private institutions of higher education, it examines the evolution of government policy, documents the recent rapid development of private post-secondary institutions, and investigates the quality of the relationships between private institutions, their communities, society and government.<br>Data were collected from government sources and from fifty-six private institutions through various methods, including interviews, questionnai
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Lothamer, Jeffrey T. "A historical study of chapel in the midwestern state university within the secularization of higher education 1820-1920 /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Baldwin, Anne L. "Factors influencing university performance of associate in arts graduates transferring to the state university system." FIU Digital Commons, 1992. http://digitalcommons.fiu.edu/etd/1381.

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The purpose of this study was to examine the factorsbehind the failure rates of Associate in Arts (AA)graduates from Miami-Dade Community College (M-DCC) transferring to the Florida State University System (SUS). In M-DCC's largest disciplines, the university failure rate was 13% for Business & Management, 13% for Computer Science, and 14% for Engineering. Hypotheses tested were: Hypothesis 1 (H1): The lower division (LD) overall cumulative GPA and/or the LD major field GPA for AA graduates are predictive of the SUS GPA for the Business Management, Computer Science, and Engineering disciplines
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Clark, Charles Edward. "Privatization of support services in public higher education institutions in the state of Florida." [Pensacola, Fla.] : University of West Florida, 2002. http://purl.fcla.edu/fcla/etd/WFE0000040.

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Demetor, Mike. "The impact of privitization on the affordability of public higher education." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2005. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A. )--Kutztown University of Pennsylvania, 2005.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2938. Typescript. Abstract precedes thesis as 1 leaf (ii). Includes bibliographical references (leaves 80-83).
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Philpott, Rodger Frank. "Commercializing the university: The costs and benefits of the entrepreneurial exchange of knowledge and skills." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186730.

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The emergence of the global economy has forced the Australian government to revise economic strategies and to seek institutional changes. Higher education's new roles in research and human resource development, have been manifested in university commercialization activities. Mindful that Universities are prestige rather than profit maximizers, this study applies Schumpeter's (1942) theoretical model for the survival of a firm under financial stress. The model's responses, extended to education by Leslie and Miller (1973), include new products, new markets, restructuring, increased productivity
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Eppel, Elizabeth Anne. "The contribution of complexity theory to understanding and explaining policy processes : a study of tertiary education policy processes in New Zealand : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctof of Philosophy in Public Policy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1202.

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Cavins, Kathryn M. Palmer James C. "Collaborative attempts to structure community into two institutions of mass higher education." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3065873.

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Thesis (Ph. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed April 11, 2006. Dissertation Committee: James Palmer (chair), Dianne Ashby, Paul Baker, William Tolone. Includes bibliographical references (leaves 132-137) and abstract. Also available in print.
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Hua, Jin. "Marketing of the Free State tertiary education in the people's Republic of China." Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/33.

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Books on the topic "Higher education and state University autonomy Universities and colleges"

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George, Peter J. The expanding role of the state in Canadian universities: Can university autonomy and accountability be reconciled? Council of Ontario Universities, 1994.

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University autonomy, the state, and social change in China. Hong Kong University Press, 2009.

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Universities and the state in England, 1850-1939. Routledge, 2004.

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University of Toronto. Centre for Public Management., ed. Expanding horizons : privatizing universities. University of Toronto, Faculty of Management, Centre for Public Management, 1996.

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Seeking excellence through independence: Liberating colleges and universities from excessive regulation. Jossey-Bass Publishers, 1998.

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Cutt, James. Universities and government: A framework for accountability. Institute for Research on Public Policy, 1990.

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Vanossi, Jorge Reinaldo. Universidad y facultad de Derecho: Sus problemas. Editorial Universitaria de Buenos Aires, 1989.

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Prasad, Anirudh. University education administration and the law. Deep & Deep Publications, 2000.

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Ranieri, Nina. Autonomia universitária: As universidades públicas e a Constituição federal de 1988. Edusp, 1994.

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Pifer, Alan J. The Board's role in dealing with social and political issues. Association of Governing Boards of Universities and colleges, 1988.

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Book chapters on the topic "Higher education and state University autonomy Universities and colleges"

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Panagariya, Arvind. "Transforming Higher Education." In New India. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197531556.003.0010.

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Thanks to the rapid expansion of private colleges and universities, India has been able to raise gross enrollment ratios in higher education at a satisfactory pace during the last twenty years. There has not been similar success in raising the quality of higher education, however. India has no universities in the top one hundred in any international rankings, particularly lagging behind in social sciences and humanities. This chapter argues that the key bottleneck is the highly centralized governance system flowing from the archaic University Grants Commission (UGC) Act of 1956. Drawing on the experiences of the United States, United Kingdom, and China, this chapter suggests a complete overhaul of the system, giving autonomy to colleges and universities in all matters and establishing an accreditation system that would evaluate all institutions, with better-performing institutions receiving a larger volume of government funds. Institutions will also be freed to raise their own resources.
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Collins, Richard B., Dale A. Oesterle, and Lawrence Friedman. "State Institutions." In The Colorado State Constitution. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907723.003.0008.

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This chapter explores Article VIII of the Colorado Constitution, on state institutions. Section 1 requires that the general assembly establish and support educational, reformatory, and penal institutions, and empowers it to establish other institutions for the “public good.” The general assembly has liberally used this power to create community colleges, universities, and state colleges. Sections 2 and 3 establish Denver as the state capital unless changed at a general election by a two-thirds vote of the people. Original Section 5 created, as institutions of the new state, the University at Boulder, the Agricultural College at Fort Collins, the School of Mines at Golden, and the school for the deaf at Colorado Springs, and gave them substantial autonomy. A 1970 amendment broadened coverage to all higher education institutions and gave the General Assembly control over them so long as its intent is clearly expressed.
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Palfreyman, David, and Paul Temple. "3. Global patterns of higher education." In Universities and Colleges: A Very Short Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/actrade/9780198766131.003.0003.

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‘Global patterns of higher education’ looks at the different types of education system globally. Although virtually every country has its own national higher education system, and each of these national systems has its own peculiarities (and most national systems contain considerable variations within them), scholars of higher education have defined a number of system types: the Humboldtian model, which emphasizes the integration of teaching and research; the ‘Napoleonic’ model of France; the Anglo-Saxon model; the US’s Ivy League and intensive research model; and an emerging Confucian model in Asia. The relationship between the state and the university and college is also considered along with the Bologna Process of international convergence.
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Bettez, David J. "Higher Education." In Kentucky and the Great War. University Press of Kentucky, 2016. http://dx.doi.org/10.5810/kentucky/9780813168012.003.0013.

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This chapters examines the role of higher education officials in supporting the war and looks at how colleges and universities prepared students for wartime roles. Three Kentucky college presidents contributed significantly to these efforts: Edgar Young Mullins of the Southern Baptist Theological Seminary, Henry Hardin Cherry of Western Kentucky State Normal School, and Frank McVey of the University of Kentucky (UK). The chapter also covers the extensive Student Army Training Corps and supplementary military training given at UK under the leadership of Captain Herbert N. Royden.
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Beyer, Gerald J. "Gender and LGBTQ Equality in the University." In Just Universities. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823289967.003.0007.

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This chapter advances the argument that the Catholic social tradition, which includes the work of feminist theologians and ethicists, can point toward greater equity for women in the academy. This chapter also discusses the continuing need to create more inclusive campus communities for LGBTQ persons. The author contends that the issues that women face because of their gender and the LGBTQ community's ongoing struggle for equality are not the same and warrant more extensive treatment than can be offered in this book. However, the chapter aims to offer some insights about how CST can promote the dignity, equality, and full participation of women and LGBTQ persons in Catholic higher education. Ways in which Catholic colleges and universities have promoted equity and full participation of women and LGBTQ persons on their campuses are considered. The concluding section confronts the problem of sexual violence in campus, which the author contends is a severe affront to a person’s autonomy and right to fully participate in a community.
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Willetts, David. "Getting in to University." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0013.

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Our system of university admissions is medieval—and was created in 1961 when UCAS, originally called UCCA (the Universities Central Council on Admissions, now the Universities and Colleges Admissions Services), was set up. We have a single national system of competitive application to university, based on the assumption that most students will move away from home. It is very different from the classic Continental and American model in which you go to your local college or university for a tertiary education, which is neither highly selective nor highly specialized. Nearly half of American undergraduates study at a two-year college and then obtain what we would have called an ordinary degree. If they have higher ACT or SAT scores they are more likely to start at a university providing a full four-year course from the beginning but this is still likely to be in their home state and open to students who can arrive after two years at a college. Then if they really have an aptitude for academic study and wish to specialize or need to get a professional qualification they do a postgraduate Masters course: perhaps at this point they may move out of the state. Ask an American professional where they went to university and you will be told which business or law or medical school they went to as a postgraduate. But they may well have started their undergraduate studies somewhere very different and much closer to home. And their whole time in higher education is likely to have been longer than in England. The English system by contrast is the medieval model of a young gentleman leaving home (or boarding school—meaning it would be very peculiar to return home for university) to go to Oxford or Cambridge. It has been shaped by a long history as a unitary state with very few universities and nationwide migration of students to get to them. It is so deeply embedded that the decision to set up the nationwide admissions system provoked very little discussion or challenge. So that medieval model now applies to a million English undergraduates and over a hundred universities.
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Geiger, Roger L. "Finance and Function: Voluntary Support and Diversity in American Private Higher Education." In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0018.

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A revolution has taken place in the past generation in American assumptions about higher education: It has virtually become a universally accepted responsibility of government to make it possible for all qualified students to attend college. This shift in opinion has been translated quite tangibly into the bricks and mortar of greatly expanded state and municipal university systems, as well as an extensive network of local community colleges. As a result, the 50% of student enrollments that the public sector claimed in 1950 has grown to nearly 78% in 1985. By the somewhat artificial measure of “market share,” the private sector would seem to have lost more than half of its clientele. In the more meaningful measure of actual students, however, private colleges and universities have more than doubled their enrollments during this period. In fact, during the latter part of the 1970s the private sector added more students than did its much larger public counterpart. The private sector clearly still plays a vital role in our system of higher education. But just what might that be? This simple question admits of no simple answer. More than 1500 private colleges and universities cater to students of widely differing ages, aspirations, and abilities. They offer some 300 bachelor’s degrees, not to mention additional programs on the graduate-professional level. From another angle, one might note that public higher education is a responsibility of the states. Thus, there are actually fifty public sectors in this country, each of which (save that of Wyoming) is complemented by an array of private institutions. Not all of these state private sectors are terribly different from those of neighboring states; but regional contrasts are nevertheless stark between, for example, states where private higher education has evolved alongside large and prestigious state universities and those eastern states where private schools have long been predominant. The functions of private higher education in the United States are obviously complex.
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Dean, James W., and Deborah Y. Clarke. "Introduction." In The Insider's Guide to Working with Universities. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469653419.003.0001.

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The Insider’s Guide to Working with Universities was written to help businesspeople, particularly board members and new academic leaders, who work with colleges and universities. The book gives them a clearer and more comprehensive understanding of how higher education works and helps them perform better in their university-related roles. The primary audience for the book is businesspeople who serve on university boards, individuals who bring incredible skills and experience but may have limited prior exposure to higher education. University boards make important decisions about strategic priorities, senior-level hiring, and budgets, their understanding of how universities work is critical to the success of the institutions that they serve. The book also helps people who take on senior positions within universities, perhaps as a dean or president, as well as businesspeople who would like to teach at the college level; donors, for whom a better understanding of academic institutions could help to shape their philanthropy; lawmakers and legislators, especially at the state level, who are responsible for public funding of higher education; and also considered are people in industries, including consulting and online education partners, whose clients are colleges and universities.
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Freeland, Richard M. "From State College to University System: The University of Massachusetts, 1945–1973." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0013.

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The conditions of the golden age liberated Massachusetts State College from the forces that had restricted its development since the nineteenth century. In spurts of growth linked to demographic and political cycles, M.S.C. mushroomed from a limited-purpose college into a comprehensive university and from a single campus in Amherst into a multicampus system, with units in Worcester and Boston and a statewide president’s office. By the end of the period, UMass seemed finally to have joined its counterparts in western states as a full-fledged public university in the land grant tradition, with strong programs of graduate education and research built on a large undergraduate base and linked to public service activities of applied research and nondegree instruction. The evolutionary process remained incomplete, however, and Massachusetts was still Massachusetts. The state’s nonelite private institutions watched the public expansion nervously and organized to protect their interests. Other components of the public system, including the state colleges and a new network of community colleges, vied for support from an intensely politicized government still unsure of its role in higher education. Though the effort during the 1930s to transform Massachusetts State College into a full public university had ended in failure when the General Court shelved the enabling legislation, the university movement had gained important ground. In particular, by the end of the prewar decade, the loose coalition of students, alumni/ae, and organized labor that had kept the movement alive had stirred public interest and won support from the college’s trustees as well as its president, Hugh Potter Baker. Baker himself, with his roots in the scientific-technical traditions of land grant education, had been slow to endorse a broadened conception of his institution but once converted had become an eloquent and persistent advocate. Believing, despite his disappointment over the legislature’s inaction, that World War II would foster increased interest in higher education and create new opportunities for M.S.C., Baker used his annual reports during the war to reiterate the central arguments of the university movement: that, in comparison with other states, Massachusetts was not providing adequate support for public higher education; that demand for places at the college far exceeded enrollment capacity; that the region’s private institutions were not prepared to respond to the need; and that large numbers of Massachusetts residents were being forced to attend public universities in other states.
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Barbrey, John W. "Evaluating Campus Safety Messages at 99 Public Universities in 2010." In Using Social and Information Technologies for Disaster and Crisis Management. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2788-8.ch001.

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In 2009, the U.S. Department of Education published an Action Guide for Emergency Management at Institutions of Higher Education (U.S. Department of Education, 2009). In 2006, the Virginia State Crime Commission issued a prescient “Final Report: Study on Campus Safety (HJR 122)” regarding Virginia’s colleges and universities (Virginia State Crime Commission, 2006). Gray (2009) provided results from a “Columbine 10-Year Anniversary Survey”, which reviewed recent campus safety improvements of 435 K-12 and university respondents. From the three documents, prescribed campus safety activities were identified that could be consistently found in the stated programs and policies on university websites. Of these activities, 18 separate criteria upon which a university’s online emergency preparedness/safety/security messages could be evaluated through content analysis were conceptualized (coding: 1= school has criterion, 0= does not), to estimate the quality of the overall preparedness message of each institution in the small sample (n = 99) of universities, representing all 50 states in 2010.
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Conference papers on the topic "Higher education and state University autonomy Universities and colleges"

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PARK, HYUNJU, and Qiong Zhu. "Public Higher Education Governing Boards Composition and Regional Difference in U.S." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5519.

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Using The Public Higher Education Boards Database designed by Association of Governing Boards of Universities and Colleges (AGB) in 2008, this paper reviewed prior studies of governing boards and investigated regional differences of boards' characteristics including board type, selection method, board composition, provision condition, term length, supervision, and meeting frequency. The results show tha: (1) highly centralized state university governance with more political control exist in West and Middle West; (2) governing boards in Northeast are more autonomous with high percentage of alum
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