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

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Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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Vlasova, Inna. "UNIVERSITY FINANCIAL AUTONOMY: EXPERIENCE OF LATVIA." Educological discourse, no. 3-4 (2019): 306–18. http://dx.doi.org/10.28925/2312-5829.2019.3-4.306318.

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The analysis of legislative support of higher education of Latvia was carried out. It was defined, that institutions of higher education are autonomous institutions of education and science with the right to self-government. The autonomy of higher education institutions is characterised by the division of power and responsibility between the State authorities and the management of the institution of higher education, as well as between the management and the academic staff. The sources of funding of higher education institutions from state sources were found out. They include the financial res

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Pham, Ly Thi. "UNIVERSITY AUTONOMY AND ACCOUNTABILITY: THE RELATIONSHIPS BETWEEN STATE, HIGHER EDUCATION INSTITUTIONS AND SOCIETY." Science and Technology Development Journal 15, no. 1 (2012): 57–66. http://dx.doi.org/10.32508/stdj.v15i1.1783.

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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

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Pechar, Hans. "Austrian Higher Education Meets the Knowledge Society." Canadian Journal of Higher Education 34, no. 3 (2004): 55–72. http://dx.doi.org/10.47678/cjhe.v34i3.183467.

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Austria has gone through two cycles of university reforms since the 1960s. The first aimed to open the universities to social and labour market demand and to make their structures more democratic and flexible. The second reform cycle dealt with glitches in the overly close relationship between universities and state bureaucracy. Bureaucrats still tightly controlled universities through line-budget funding and other forms of micro-management. This close dependency was abolished and university autonomy greatly strengthened when traditionally weak university leadership was replaced by a strong pr

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Vasilyev, Ilia A., Nelli I. Diveeva, Ekaterina A. Dmitrikova, Anastasia A. Kashaeva, and Natalya A. Sheveleva. "University autonomy: a prerequisite for the development of Russian higher education in the context of digitalization." Vestnik of Saint Petersburg University. Law 11, no. 4 (2020): 877–902. http://dx.doi.org/10.21638/spbu14.2020.404.

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Autonomy as a fundamental guarantee for the implementation of educational activities accompanied the formation of the first universities, subsequently acquiring regional specificity. The education system in Russia objectively operates by a different structure for the interrelation of the subjects and mechanisms in order for educational organizations to implement their activities compared to the era of the first universities. In the article, the authors identify and propose to consider the key nodes of the legal status of universities: organizational and legal form as a legal shell, proprietary

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Eribo, Festus. "Higher Education in Nigeria: Decades of Development and Decline." Issue: A Journal of Opinion 24, no. 1 (1996): 64–67. http://dx.doi.org/10.1017/s1548450500004996.

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On October 1, 1960, the British colonialists departed Nigeria, leaving behind one lonely university campus at Ibadan which was established in 1948 as an affiliate of the University of London and a prototype of British educational philosophy for the colonies. Thirty-five years into the post-colonial era, Nigerians established 40 new universities, 69 polytechnics, colleges of technology and of education. Twenty of the universities and 17 polytechnics are owned by the federal government while the state governments control the others. Nigerian universities are largely directed by Nigerian faculty

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Eribo, Festus. "Higher Education in Nigeria: Decades of Development and Decline." Issue: A Journal of Opinion 24, no. 1 (1996): 64–67. http://dx.doi.org/10.1017/s0047160700502212.

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On October 1, 1960, the British colonialists departed Nigeria, leaving behind one lonely university campus at Ibadan which was established in 1948 as an affiliate of the University of London and a prototype of British educational philosophy for the colonies. Thirty-five years into the post-colonial era, Nigerians established 40 new universities, 69 polytechnics, colleges of technology and of education. Twenty of the universities and 17 polytechnics are owned by the federal government while the state governments control the others. Nigerian universities are largely directed by Nigerian faculty

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Zhang, Sha Li, and Hong-Wei Huang. "College and University Mergers: Impact on Academic Libraries in China." College & Research Libraries 61, no. 2 (2000): 121–25. http://dx.doi.org/10.5860/crl.61.2.121.

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Since the early 1990s, under a state-planning program, individual colleges and universities in China began to merge with much larger universities. Such mergers have been a part of China’s higher education reform. The wave of mergers among colleges and universities will have a far-reaching influence on China’s academic libraries. In this paper, the author attempts to explore positive outcomes for academic libraries, present anticipated challenges, and offer possible solutions in the library merging process.

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Lee, Michael H., and Saravanan Gopinathan. "University Restructuring in Singapore: Amazing or a Maze?" Policy Futures in Education 6, no. 5 (2008): 569–88. http://dx.doi.org/10.2304/pfie.2008.6.5.569.

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The Singapore government has put forward a comprehensive restructuring program of university education since the 1990s. Public universities in Singapore are going to be developed as world-class universities through a series of university education policies and reforms. This article reviews major developments of university education policies and reforms in Singapore since the mid-1990s and examines critically the impact of the restructuring policies and reforms on the university system in Singapore. It is argued that universities in Singapore can enjoy a higher degree of institutional autonomy

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Endovitskiy, D. A., Yu A. Bubnov, and K. M. Gaidar. "Autonomy of Modern Russian Universities: Rectors’ Attitude." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 11 (2020): 21–32. http://dx.doi.org/10.31992/0869-3617-2020-29-11-21-32.

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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 prosp

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Waluyo, Budi. "Balancing financial autonomy and control in agencification." International Journal of Public Sector Management 31, no. 7 (2018): 794–810. http://dx.doi.org/10.1108/ijpsm-10-2017-0272.

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Purpose The purpose of this paper is to explore the practices of financial autonomy and control the emerging issue of agencification in the higher education sector. Design/methodology/approach The practices are investigated using case studies from seven semi-autonomous state universities in Indonesia. The data were collected through semi-structured interviews with 17 respondents including university officials, policymakers, and experts. The interview results were analysed using an inductive-deductive approach. Findings This research highlights an unstable balance between financial autonomy and

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Sakapurnama, Eko, Martani Huseini, and Pantius Drahen Soeling. "THE CHALLENGES IN HIGHER EDUCATION INSTITUTIONS IN INDONESIA: ARE WE ENTREPRENEURIAL UNIVERSITY YET?" Hasanuddin Economics and Business Review 2, no. 3 (2019): 153. http://dx.doi.org/10.26487/hebr.v2i3.1680.

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Today, the world has entered the industry revolution 4.0 era. It is inevitable that higher education institutions become the agents of change of civilizations that support the phenomenon. Some conceptions related to knowledge-based economy, entrepreneurial university or third-generation university, became the frame of thinking of experts who encourage university policies and strategies. This literature review is intended as an analysis on the current condition of higher education institutions in Indonesia, especially Universitas Indonesia and Universitas Gajah Mada, both of which are leading u

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Aleong, Chandra, and John Aleong. "A Qualitative Study Of The Strategic Plans Of Three Higher Education Institutions." Journal of Business & Economics Research (JBER) 9, no. 5 (2011): 17. http://dx.doi.org/10.19030/jber.v9i5.4238.

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This research will use qualitative measures to determine differences in strategy between an Ivy-League Majority University, like the University of Pennsylvania, and two historically black colleges and universities (HBCUs). One of the HBCUs selected will be based on U.S. News & World Report as one of Americas best black colleges. The other will be Delaware State University. The source of the data will be archival and would include interviews and surveys. The objective is to determine best practices in strategy and implementation that can be applied to institutions to gain competitive advant

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Amsler, Sarah. "‘Insane with courage’: Free university experiments and the struggle for higher education in historical perspective." Learning and Teaching 10, no. 1 (2017): 5–23. http://dx.doi.org/10.3167/latiss.2017.100102.

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This article considers the role of experiments in learning in movements to democratise higher education ‘under the rule of capital’ (Gutierrez, Navarro and Linsalata 2017). It focuses on the emergence of a new generation of ‘free universities’ in the United Kingdom, situating these in a historical tradition of educational experimentation and a current context of global movements for autonomy from the state, capital and dominating epistemologies. It argues that free universities can contribute to transforming the relationship between knowledge, university and society, but that these contributio

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Connolly, EdD, Maureen. "Aligning Institutions of Higher Education emergency preparedness plans with the National Response Framework." Journal of Emergency Management 10, no. 4 (2012): 241. http://dx.doi.org/10.5055/jem.2012.0102.

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Colleges and universities must be prepared to respond to events that could compromise the safety of any person in a classroom, residence hall, office, or any other campus facility as well as for any event that could jeopardize the continuation of use of any campus facility. The Federal Emergency Management Agency (FEMA) states, “Higher education institutions ... are realizing that improving their campus’ resistance to disaster will not only protect their own lives and those of their students, it will also safeguard their campus’ instruction, research, and public service.” The US Department of

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Hogan, Barry E., and Lane D. Trotter. "Academic freedom in Canadian higher education: Universities, colleges, and institutes were not created equal." Canadian Journal of Higher Education 43, no. 2 (2013): 68–84. http://dx.doi.org/10.47678/cjhe.v43i2.2427.

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   There has been substantial discussion, research, and debate about the role of academic freedom within higher education, primarily centered on the university model. Not as well documented or understood is the issue of academic freedom within colleges and institutes in Canada. In this paper, we examine the current state of academic freedom in colleges and institutes using a historical analysis of two Canadian provinces, British Columbia and Ontario. Beginning with an overview of academic freedom within universities, we then examine the development and evolution of colleges a

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Prasad, Chetlal, and Sanjay Kumar. "DEVELOPMENT OF HIGHER EDUCATION IN INDIA SINCE INDEPENDENCE TO MODERN ERA." International Journal of Advanced Research 8, no. 11 (2020): 506–12. http://dx.doi.org/10.21474/ijar01/12033.

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The institutional framework of higher education in India consists of Universities and Colleges. As reported in 2019, India has 993 universities and 39,931 colleges. One of the key objectives of the Department is to increase the Gross Enrolment Ratio (GER) in higher education to 30% by 2020. Higher Education system in the country is governed by multiple agencies with University Grant Commission (UGC) as the apex body. The rule and regulations by these agencies makes the higher education system more complex. The various stakeholders in the regulatory framework in the country are State Government

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Vlasyuk, Oksana, and Tatiana Daragan. "THE STATE OF IMPLEMENTATION OF ORGANIZATIONAL AUTONOMY IN DOMESTIC INSTITUTIONS OF HIGHER." Educological discourse 33, no. 2 (2021): 60–76. http://dx.doi.org/10.28925/2312-5829.2021.2.5.

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The article considers the need for the introduction of university autonomy, which will allow higher education institutions to be independent, self-sufficient. The state and tools of introduction of organizational autonomy in higher education institutions of Ukraine are analyzed. It is established that higher education institutions have the right to: independently develop the procedure for electing the head, within the legislation; determine the academic structure (scientific, educational-scientific, research, research and production institutes, faculties, departments); to create legal entities

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Gavrilyuk, O. A. "The autonomy-oriented approach as a way to develop higher medical education." Medical University 1, no. 1 (2018): 8–12. http://dx.doi.org/10.2478/medu-2018-0001.

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AbstractThe paper emphasises the potential of the autonomy-oriented approach as a scientific basis for the development of innovative training practices in medical universities of Russia. Based on a review of research, theory, and current teaching practices in Professor V.F. Voino-Yasenetsky Krasnoyarsk State Medical University, the paper considers both theoretical and practical aspects of the autonomy-oriented approach implementation in higher medical education. The benefits of the autonomy-oriented approach for both undergraduate and postgraduate medical students are demonstrated from the per

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Eastman, Julia Antonia, Glen Alan Jones, Olivier Begin-Caouette, Sharon X. Li, Christian Noumi, and Claude Trottier. "Provincial Oversight and University Autonomy in Canada: Findings of a Comparative Study of Canadian University Governance." Articles 48, no. 3 (2019): 65–81. http://dx.doi.org/10.7202/1057129ar.

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In order to fulfill their missions, research universities must maintain conditions and capacity for knowledge production and dissemination, while responding to the expectations of governments, other stakeholders, and/or markets. That universities succeed in this quest is vital, not only for their own future as organizations but also for the benefit of current and future generations of students, stakeholders, and society at large. We sought to contribute to the understanding of how higher education institutions and systems rise to the challenge of achieving and sustaining relative institutional

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Eastman, Julia Antonia, Glen Alan Jones, Olivier Begin-Caouette, Sharon X. Li, Christian Noumi, and Claude Trottier. "Provincial Oversight and University Autonomy in Canada: Findings of a Comparative Study of Canadian University Governance." Canadian Journal of Higher Education 48, no. 3 (2018): 65–81. http://dx.doi.org/10.47678/cjhe.v48i3.188165.

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In order to fulfill their missions, research universities must maintain conditions and capacity for knowledge production and dissemination, while responding to the expectations of governments, other stakeholders, and/or markets. That universities succeed in this quest is vital, not only for their own future as organizations but also for the benefit of current and future generations of students, stakeholders, and society at large. We sought to contribute to the understanding of how higher education institutions and systems rise to the challenge of achieving and sustaining relative institutional

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Vlasova, Inna. "UNIVERSITY AUTONOMY: ANALYSIS OF THE INTERNATIONAL DOCUMENTS." Pedagogical Process: Theory and Practice, no. 1-2 (2019): 100–105. http://dx.doi.org/10.28925/2078-1687.2019.1-2.100105.

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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 highe

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Lattu, Annina, and Yuzhuo Cai. "Tensions in the Sustainability of Higher Education—The Case of Finnish Universities." Sustainability 12, no. 5 (2020): 1941. http://dx.doi.org/10.3390/su12051941.

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Universities are increasingly engaged in marketization and are also expected to transform into more sustainable institutions and be change-agents pushing forward the movement of sustainable development. This article introduces an analytical framework originated by Hahn et al. (2015) for understanding tensions concerning corporate sustainability to the context of the Finnish university system in order to answer the following questions: What are the tensions relating to Finnish universities’ social and economic sustainability, and what strategies might universities use to cope with these tension

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Laforge, William N. "Campus Governance in U.S. Universities and Colleges." Review of European and Comparative Law 42, no. 3 (2020): 113–40. http://dx.doi.org/10.31743/recl.8528.

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The governance of universities and colleges in the United States basically follows the concept and spirit of democracy embraced by the nation from its birth. The systems and practices in place at most U.S. institutions of higher learning include collaborative, representative, or collective decision-making arrangements known as shared governance. However, these systems and practices are hardly uniform due to the diversity of governance patterns that reflect the unique and different history, needs, and mission of a particular institution. Sometimes they are differentiated from, and contrasted wi

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Lo, Leo S., Binky Lush, and Dace Freivaids. "Redistributing work during COVID-19: Penn State University Libraries’ job bank." College & Research Libraries News 81, no. 8 (2020): 394. http://dx.doi.org/10.5860/crln.81.8.394.

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March 2020 became a pivoting moment for higher education in the United States, when the COVID-19 pandemic forced colleges and universities to switch to remote delivery of instruction within weeks. The impact of this event is deep and far-reaching. There is already a deluge of articles about how most faculty and students have had to adjust to a new way of teaching and learning--or how administrators have had to brace for financial losses. However, little has been written about the situations librarians and library staff are facing.

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Tien Dung, Nguyen, and Nguyen Dinh Hung. "The efficiency of implementing financial autonomy at Vietnam National University Ho Chi Minh: situation and solution." Science & Technology Development Journal - Economics - Law and Management 4, no. 1 (2020): First. http://dx.doi.org/10.32508/stdjelm.v4i1.601.

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In the world, university autonomy is considered the advanced governance method targeting improving the quality of higher education. In Vietnam, university autonomy, in particular, financing among public universities, has been experiencing the positive outcomes in line with both world trends and general guidelines of Vietnam’s Communist Party. As one of two National universities in Vietnam, Vietnam National University – Ho Chi Minh has been given a high level of autonomy in terms of training, research, financing, international relations, organization, and personnel since it was founded. Its cur

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Barrow, Clyde W. "Corporate Liberalism, Finance Hegemony, and Central State Intervention in the Reconstruction of American Higher Education." Studies in American Political Development 6, no. 2 (1992): 420–44. http://dx.doi.org/10.1017/s0898588x00001036.

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The origins of the American university system are generally traced to a reform cycle that began in the late 1890s and culminated in the 1920s when most colleges and universities adopted institutional structures, faculty routines, and financial systems that approximated those of a modern corporation. As contemporary educational historians have rewritten the saga of higher education reform, the institutional changes that swept through colleges during this formative period have come to be viewed as a virtually inevitable functional response to the demands of political and economic modernization.

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Handayani, Tri, and Daivangga Maheswari. "Diponegoro University Heading to become a Research University (Phase I – Phase IV) Between Expectation and Reality." E3S Web of Conferences 202 (2020): 03026. http://dx.doi.org/10.1051/e3sconf/202020203026.

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Diponegoro University is one reputable university belonging to Indonesia. This state university is located in Semarang, Central Java Province. Global dynamics have also colored its journey in implementing its traditionally assigned three missions: teaching, conducting research, and providing public services. These make this university highly confident heading to become a research university. A research university is a step to take that the university has its competitiveness to compete with the others in the world. There are some Higher Education-rankings institutions which evaluate all Higher

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Justin, Ayebare, Kisige Abdu, Gitta Eric, Betihama Jackson, and Kimoga Joseph. "Appointing and Removing Academic Staff in Public Institutions: The Level of Autonomy at Kyambogo University, Uganda." International Research in Higher Education 2, no. 1 (2016): 101. http://dx.doi.org/10.5430/irhe.v2n1p101.

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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 la

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Mazur, Lyudmila, and Ekaterina Karmanova. "Autonomy of Russian Universities: Historical Documentation Research of the 19th – 21st Century University Charters." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 2 (June 2020): 156–69. http://dx.doi.org/10.15688/jvolsu4.2020.2.11.

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Introduction. The article compares the charters of Russian universities and brings to light the principles of universities’ operation throughout their history from the 19th to the 21st century. The article describes the model of university autonomy in Russia and its influence on the development of the academia, including contemporary universities’ ambitions in terms of global rankings. Methods and Materials. The conceptual framework is based on the methods of documentary studies applied to analyze universities’ charters and the procedures of their development and use, including the preparation

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Sagara, Yusar, and Santi Yustini. "Studi Fenomenologis Tentang Implementasi Tata Kelola Perguruan Tinggi Badan Hukum di Indonesia." Akuntabilitas 12, no. 2 (2019): 249–58. http://dx.doi.org/10.15408/akt.v12i2.13226.

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This study examines the laws and regulations that form the legal basis of governance of state universities and their implications for academic and non-academic autonomy. The purpose of this study is to find answers to policies and practices of academic and non-academic governance and find alternative support of university management concepts and practices from the study of laws and regulations on higher education and legislation on state finance. Data analysis is using qualitative by studying the ideal concept (according to regulation, observation and documentation). The results of this study

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Ayad, Khalid, Khaoula Dobli Bennani, and Mostafa Elhachloufi. "Which Governance Model for Moroccan Universities?" International Journal of Higher Education 10, no. 4 (2021): 49. http://dx.doi.org/10.5430/ijhe.v10n4p49.

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The issue of the university’s models of governance is of cardinal importance and provokes great controversy. Academic literature has referred to different models or classifications of university governance. In the case of Morocco, a few articles address the issue of governance models in Moroccan universities. Here, we aimed to highlight the governance model currently adopted by Moroccan universities, adopting a descriptive and analytical approach, through the reading and analysis of the legislative texts and official reports that govern higher education in Morocco. We found that the governance

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Mazuritsky, A. M. "The library and information education crisis, or For whom the bell tolls." Scientific and Technical Libraries, no. 5 (December 7, 2018): 14–23. http://dx.doi.org/10.33186/1027-3689-2018-5-14-23.

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The author explores the critical phenomena in modern library and information education which he regards as “ringing bells”. That is decrease of the state-financed openings in universities and specialized colleges of library and information studies; introduction of the Unified State Exam which has destroyed the system of occupational orientation at library departments; merging library departments with other departments; the problems of the faculty staffing. Arkady Sokolov identified these malignant processes as “the library school annihilation”.The author puts forward the suggestions to change

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Tharakan, P. K. Michael. "Experiments in Favour of a Publicly Funded and Socially Responsive Higher Education System in the State of Kerala." Higher Education for the Future 4, no. 1 (2017): 82–100. http://dx.doi.org/10.1177/2347631116682081.

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It was not far back in history when a significant section of society in India preferred public funding over private funding for education. This article attempts to go back to the decisive point when private funding replaced public funding for education. It also investigates the reasons for such a shift in preference. Even after the preference for private funding became clear, there were dissenting voices. The logic of the dissenting arguments is also discussed. This review will assess three important experiments undertaken in the State of Kerala during 2006 and 2011 in favour of a publically f

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Solovyov, V. P., and T. A. Pereskokova. "Professional education: current condition and new approaches." Russian Journal of Industrial Economics 14, no. 1 (2021): 129–40. http://dx.doi.org/10.17073/2072-1633-2021-1-129-140.

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The article deals with the problems of professional education at the current stage of national economy’s development. The authors attract attention to the difference between the approaches to improving secondary and higher professional education. Government agencies of the highest level focus on improving the system of higher education and labour force training, but training of mid-level specialists has recently fallen out of their sight. Lately a great number of colleges have become part of higher educational institutions. However, during the latest reorganization of the Ministry of Education

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Barbrey, John W. "Evaluating Campus Safety Messages at 99 Public Universities in 2010." International Journal of Information Systems for Crisis Response and Management 3, no. 1 (2011): 1–18. http://dx.doi.org/10.4018/jiscrm.2011010101.

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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

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Derkach, О. "THE INFLUENCE OF STUDENT SELF-GOVERNMENT ON THE DEVELOPMENT OF UNIVERSITY AUTONOMY IN POLAND." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (11) (2020): 8–11. http://dx.doi.org/10.17721/2415-3699.2020.11.02.

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The article is devoted to the problem of studying the influence of student self – government bodies in Polish universities on the development of university autonomy. Student self-government in Europe is not a new phenomenon, dating back to the first medieval universities. Even then, the most talented students were involved in certain administrative functions, as well as in teaching as assistant professors. No wonder universities are considered a kind of model of civil society and in this regard preceded the modern type of European civilization. The article considers the main competencies of st

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De Groof, Jan. "On the ‘Innovative University’. A few Challenging Reflections." European Review 26, S1 (2018): S114—S123. http://dx.doi.org/10.1017/s106279871700059x.

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‘Progress is shaped by the ability to question, to criticize and to enquire. Ensuring progress is one of the responsibilities of Academia’. Could there be any future for non-conformist, heterodox, non-marketable knowledge, next to transforming truth value into the market truth value of knowledge, as was the tendency over the last decades? And what will be its impact upon criteria of excellence? The enjoyment of academic freedom requires the autonomy of the university. European countries have witnessed exciting developments in achieving a common space of convergence in higher education and rese

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Munadi, Muhammad. "The Use of Social Media at State Islamic Colleges." Tadbir : Jurnal Studi Manajemen Pendidikan 5, no. 1 (2021): 137. http://dx.doi.org/10.29240/jsmp.v5i1.1794.

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This study aims to determine the management of social media, the trend of followers of each social media, as well as the use of social media in universities under the Ministry of Religion Affairs, especially in the area of the island of Java. This study used content analysis research with data derived from the website, documents that can be downloaded from the website relating to social media university activities and its development. Social media used as research are all types of social media used by IAIN Ponorogo, IAIN Surakarta, IAIN Kudus, IAIN Pekalongan, IAIN Salatiga, UIN Walisongo Sema

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Mills, David. "Life on the Hill: Students and the Social History of Makerere." Africa 76, no. 2 (2006): 247–66. http://dx.doi.org/10.3366/afr.2006.76.2.247.

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AbstractHow will history judge British late-colonial efforts to export its model of higher education to Africa? In this article I challenge any simple interpretation of the ‘Asquith Commission’ university colleges – such as Makerere or University College Ibadan – as alien impositions or colonial intellectual ‘hothouses’. Focusing on Makerere University in Uganda, and drawing on a variety of archival and personal sources, I show how its students and faculty engaged in an ambivalent recreation and subversion of the Western idea of the university and its foundational discourses. I suggest that th

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Eaton, Jacqueline, and Margaret B. Neal. "HARNESSING THE NETWORK OF GERONTOLOGY IN HIGHER EDUCATION TO IMPROVE RECRUITMENT STRATEGIES." Innovation in Aging 3, Supplement_1 (2019): S613—S614. http://dx.doi.org/10.1093/geroni/igz038.2283.

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Abstract While the workforce requires applicants trained to meet the needs of an aging population, many gerontology programs find recruiting students a challenge. Barriers to enrollment vary and are influenced by disciplinary silos, miscomprehension of terminology (such as “gerontology”), vague career paths, and limited resources. Program directors are challenged to identify innovative and new strategies that market training opportunities at a variety of levels and across colleges and departments. In an effort to harness the power of networks, it is our goal that this symposium fosters discuss

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