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Journal articles on the topic 'University autonomy'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Gómez-Rodríguez, Víctor-Gustavo, and Roberto Tolozano-Benites. "LA AUTONOMÍA UNIVERSITARIA A DEBATE." Identidad Bolivariana 6, no. 1 (2022): 1–6. http://dx.doi.org/10.37611/ib6ol11-6.

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Academic freedom and institutional autonomy, from all its edges, are not a privilege. Responsible university autonomy is a condition for the development of each institution of higher education and of the country itself. Today there is a debate about what should be the University of the 21st century in Ecuador and what role or roles should be adopted, depending on the autonomy, to each of the actors of the Higher Education System (SES).

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2

Dal Pizzol, Andrieli, and Soraia Kfouri Salerno. "Autonomia Universitária: Reflexões Sobre a Universidade Estadual de Londrina." Revista de Ensino, Educação e Ciências Humanas 18, no. 3 (2017): 306. http://dx.doi.org/10.17921/2447-8733.2017v18n3p306-316.

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O tema deste estudo trata sobre a autonomia universitária com reflexões sobre o contexto vivido pelas universidades paranaenses, a partir da Universidade Estadual de Londrina - UEL. O conceito de autonomia faz parte do processo histórico constituinte da universidade, bem como da essência institucional, desde seu berço na Europa. A universidade contemporânea se estabeleceu pela conquista da ideia da autonomia do saber diante da religião e do Estado. Objetiva-se neste artigo reconhecer elementos do atual debate sobre autonomia, seus avanços e recuos, para refletir sobre a crise vivenciada nas un

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3

Nguyen, Tai Nang. "FINANCIAL AUTONOMY TOWARDS UNIVERSITY AUTONOMY VIA THE SITUATION AT UNIVERSITY OF LAW - HUE UNIVERSITY." Экономика и социум, no. 6-1 (2021): 201–13. http://dx.doi.org/10.46566/2225-1545_2021_1_85_197.

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4

Hanushchak-Efimenko, L. M., V. V. Kaplun, and V. G. Shcherbak. "RESOURCE- INNOVATIVE MODEL OF RAISING UNIVERSITY AUTONOMY." SCIENTIFIC BULLETIN OF POLISSIA 2, no. 1(9) (2017): 61–69. http://dx.doi.org/10.25140/2410-9576-2017-2-1(9)-61-69.

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5

김하열. "Autonomy of National University." Korean Lawyers Association Journal 65, no. 8 (2016): 443–63. http://dx.doi.org/10.17007/klaj.2016.65.8.009.

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6

VLASOVA, Inna. "University autonomy: theoretical aspect." Cherkasy University Bulletin: Pedagogical Sciences, no. 16 (2019): 37–44. http://dx.doi.org/10.31651/2524-2660-2018-16-37-44.

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7

Fetko, Yuliia, Sergii Geraskov, Indira Hajnacs, and Yuliia Stoika. "University Autonomy and Governance." Der Donauraum 63, no. 1-2 (2023): 73–82. http://dx.doi.org/10.7767/dedo.2023.63.1-2.73.

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8

Yazici, Hikmet. "PERSONALITY, DEPRESSIVE SYMPTOMS AND SMOKING STATUS AMONG TURKISH UNIVERSITY STUDENTS." Social Behavior and Personality: an international journal 36, no. 6 (2008): 799–810. http://dx.doi.org/10.2224/sbp.2008.36.6.799.

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The association between the sociotropic/autonomic personality characteristics, depressive symptoms and cigarette-smoking status of 385 male and 241 female university students was examined. Depressive symptoms and sociotropic/autonomic personality were measured using the Beck Depression Inventory (adapted for use in Turkey by Hisli [1998]) and the Sociotropy-Autonomy Scale (adapted for use in Turkey by Şahin, Ulusoy, & Şahin [1993]); smoking behaviors were also assessed. Logistic regression analysis was used to assess the association between sociotropic/autonomic personality characteristics

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9

Nadjmiddinovich, Xasanov Alisher. "COMPONENTS OF UNIVERSITY AUTONOMY – EXPECTATIONS AND FACTORS FOR DEVELOPMENT." American Journal Of Social Sciences And Humanity Research 03, no. 05 (2023): 9–13. http://dx.doi.org/10.37547/ajsshr/volume03issue05-03.

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The paper reviews briefly research outcomes and debate around university autonomy in the global world. Different types of autonomy and components are discussed together with pre-requisites for the process of moving towards independent organizational governance. The role of stakeholders and their expectations are presented.

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10

Kalashnikova, Svitlana, and Inna Vlasova. "Expansion of University Financial Autonomy as an Instrument to Increase the University Social Responsibility." International Scientific Journal of Universities and Leadership 13 (August 18, 2022): 55–69. http://dx.doi.org/10.31874/2520-6702-2022-13-55-69.

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European strategic documents and analytical reports of international organizations are analysed. Authors found out that expansion of university financial autonomy and increase of university social responsibility is a trend of the European Higher Education Area (EHEA). Strategic documents in Ukraine, which is directly related to the development of higher education, are analysed. Authors defined that ensuring the autonomy and promoting social responsibility of higher education institutions are important for enhancement of the management efficiency in Ukraine’s higher education system. Authors pr

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11

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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12

Kuk-Won Jeong. "Democracy and Autonomy of University." Public Law Journal 19, no. 1 (2018): 83–107. http://dx.doi.org/10.31779/plj.19.1.201802.003.

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13

Gebru, Demewoz Admasu. "University Autonomy: The Ethiopian Experience." International Journal of Educational Reform 22, no. 3 (2013): 271–88. http://dx.doi.org/10.1177/105678791302200305.

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14

Berchem, Theodor. "University Autonomy: illusion or reality?" Oxford Review of Education 11, no. 3 (1985): 245–54. http://dx.doi.org/10.1080/0305498850110304.

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15

Moscati, Roberto. "UNIVERSITY AUTONOMY: MODELS AND PERSPECTIVES." Higher Education in Europe 16, no. 3 (1991): 87–90. http://dx.doi.org/10.1080/0379772910160307.

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16

Berg, Carin. "UNIVERSITY AUTONOMY AND QUALITY ASSURANCE." Higher Education in Europe 18, no. 3 (1993): 18–26. http://dx.doi.org/10.1080/0379772930180303.

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17

Mayor, Federico. "University Autonomy: Unesco Action Programme." Higher Education Policy 5, no. 4 (1992): 58–60. http://dx.doi.org/10.1057/hep.1992.76.

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18

Thorens, Justin P. "Academic freedom and university autonomy." Prospects 28, no. 3 (1998): 401–7. http://dx.doi.org/10.1007/bf02736814.

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19

Castro-Valencia, Alberto Merced, Cesar Omar Mora Perez, and Fabíola Guadalupe López Arriaga. "UNIVERSITY AUTONOMY IN MEXICO CASE OF THE AUTONOMOUS UNIVERSITY OF MEXICO." International Journal of Professional Business Review 9, no. 7 (2024): e04852. http://dx.doi.org/10.26668/businessreview/2024.v9i7.4852.

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Purpose: The objective of researching university autonomy in Mexico lies in understanding its historical, legal and social importance. Theoretical Framework: Theoretical references for investigating university autonomy in Mexico may include relevant national legislation, such as the Organic Law of the National Autonomous University of Mexico (UNAM) and the General Law of Education. Method: The research method for studying university autonomy in Mexico generally involves a combination of qualitative and quantitative approaches. Desing/Metodology/Approach: The methodological design includes a qu

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20

MAGALHÃES, Luciano Santos, and Emanoelle Francisca da Silva ARRUDA. "POLITICAL INTERFERENCE IN THE FACE OF UNIVERSITY AUTONOMY: THE RESILIENCE OF THE UNEMAT COMMUNITY IN SITUATIONS OF ATTACK." Boletim de Conjuntura (BOCA) 11, no. 32 (2022): 61–73. https://doi.org/10.5281/zenodo.6893412.

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In this research, we approach university autonomy, normative aspects that guarantee its exercise, and analyze emblematic episodes of threats, as well as confrontations and conquests, from the community of the State University of Mato Grosso (UNEMAT) to reaffirm this constitutional principle. The research is qualitative, based on a document with information gathered from the regional media, in addition to adding relevant legislation. It was possible to highlight the constitutional protection of university autonomy and the theoretical bases that support it. On the other hand, situations of attac

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21

Derkach, Oleksandr. "UNIVERSITY AUTONOMY – BETWEEN IDEA AND PRACTICE." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (17) (2023): 13–16. http://dx.doi.org/10.17721/2415-369.2023.17.03.

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The article considers the interpretation of the essence of university autonomy and academic freedom. Approaches to the definition of the concepts of "university autonomy" and "academic freedom" by both domestic and foreign researchers, as well as the interpretation of these concepts in legal documents are analyzed. The author highlights the aspects of legislative support for university autonomy and provides examples of their application in practice. The linguistic interpretation of the term "autonomy" is given. It is determined that the relevance of the study of university autonomy is characte

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22

Tuan, Nguyen Anh, Chu Thi Hong Nhung, Nguyen Minh Tuan, Ha Thi Thanh Thuy, and Au Quang Hieu. "Factors In Staffing Autonomy Affecting Academic Staff Development: A Case Study in University of Education, Vietnam National University Hanoi." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 19 (November 14, 2022): 1804–15. http://dx.doi.org/10.37394/23207.2022.19.162.

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Staffing autonomy is a fundamental aspect in university autonomy, which represents an inherent characteristic of universities. Since the Doi Moi revolution, Vietnam has piloted to grant higher autonomy to universities, including staffing autonomy, to reform the higher education system. This study investigated four factors in staffing autonomy affecting the academic staff development in University of Education – Vietnam National University Hanoi (VNU Hanoi), which were autonomy in document development and submission for approval of and report to VNU, autonomy in implementing staff development s

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23

Bite, Kitija. "Augstskolas autonomija kā demokrātisks pārvaldības princips Latvijā." SOCRATES. Rīgas Stradiņa universitātes Juridiskās fakultātes elektroniskais juridisko zinātnisko rakstu žurnāls / SOCRATES. Rīga Stradiņš University Faculty of Law Electronic Scientific Journal of Law 2, no. 23 (2022): 165–82. http://dx.doi.org/10.25143/socr.23.2022.2.165-182.

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Autonomy of a university is a right to self-determine its existence and operation. Autonomy is not the absolute freedom of action of the institution, but rather the liberty to operate within the national legal framework. Autonomy embraces the democratic principles of a governance model enforced with the purpose to maintain a balance between the self-governing entities. The balance refers to internal and external democracy. Shifting the balance of the current governance model of the Constitutional Assembly, the Senate, the Rector, the Audit Commission and the Academic Arbitration Court affects

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24

Nguyen, Tai Nang. "SOLUTIONS FOR PROMOTING UNIVERSITY AUTONOMY IN VIETNAM." Globus: social sciences 7, no. 2(36) (2021): 23–28. http://dx.doi.org/10.52013/2713-3087-36-2-5.

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Currently, university autonomy is an inevitable trend. Many countries worldwide exercise university autonomy because they consider it the most effective method to meet the demands of modern education and training. However, choosing the autonomy model and formulating policies on university autonomy must be based on scientific and practical foundations to be appropriate for each nation. The article studies the process of implementing university autonomy in some countries around the world. From there, the author draws on the expertise and solutions to implement autonomy in universities in Vietnam

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25

Prawelska-Skrzypek, Grażyna. "Academic Autonomy in the Contemporary University." Journal of Intercultural Management 12, no. 3 (2020): 2–29. http://dx.doi.org/10.2478/joim-2020-0043.

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AbstractObjective: 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.Fin

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26

Van, Toan Dinh, and Cam Thuong Hoang Thi. "The Entrepreneurial University Model and Policy Implications for University Governance in Vietnam Public Universities." Journal of Economics, Finance And Management Studies 04, no. 03 (2021): 166–73. https://doi.org/10.47191/jefms/v4-i3-08.

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Along with the advances of science and technology, higher education has had a substantial transformation towards autonomy associated with entrepreneurship, innovation, and creativity. Vietnam is facing the challenges of changes in governance for public universities. From the general theory and academic literature review of the entrepreneurial university, especially in organizational structure, the article offers policy suggestions to promote university governance in line with the trend of the transformation of entrepreneurial university model for public universities in Vietnam.

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27

Fávero, Maria De Lourdes de Albuquerque. "Autonomous University in Brazi: A Utopia?" education policy analysis archives 7 (August 12, 1999): 24. http://dx.doi.org/10.14507/epaa.v7n24.1999.

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The purpose of this work is to trace the historical stages through which university autonomy in Brazil has evolved. It begins with 1931 when Minister Francisco Campos conceded "relative autonomy" to the universities and describes developments to the present day. The history of autonomy in Brazilian universities is related to various political regimes and national movements through which Brazil has passed in the last 70 years. Final thoughts on the the challenges facing academic autonomy in present-day Brazil are presented.

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28

Lee,Jae-Myung. "Decision-making of National University and Autonomy of University." Public Law Journal 20, no. 1 (2019): 111–38. http://dx.doi.org/10.31779/plj.20.1.201902.005.

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29

Arikewuyo, M. Olalekan, and Gboyega Ilusanya. "University Autonomy in a Third‐Generation University in Nigeria." Tertiary Education and Management 16, no. 2 (2010): 81–98. http://dx.doi.org/10.1080/13583881003756468.

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30

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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31

Vlasova, I. V. "University financial autonomy: case of Canada." Pedagogical sciences reality and perspectives 70 (2019): 38–41. http://dx.doi.org/10.31392/2311-5491/2019-70.9.

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32

Ph.D., ChineduR Aguba. "PERSPECTIVES OF UNIVERSITY AUTONOMY IN NIGERIA." International Journal of Advanced Research 4, no. 11 (2016): 2317–22. http://dx.doi.org/10.21474/ijar01/2341.

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33

Cunningham, Frank. "University autonomy and contexts of democracy." Interchange 23, no. 1-2 (1992): 43–50. http://dx.doi.org/10.1007/bf01435221.

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34

Vlasova, I. V. "UNIVERSITY FINANCIAL AUTONOMY: CASE OF POLAND." Innovate Pedagogy 16, no. 2 (2019): 109–12. http://dx.doi.org/10.32843/2663-6085-2019-16-2-20.

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35

Vlasova, I. V. "UNIVERSITY FINANCIAL AUTONOMY: CASE OF ESTONIA." Innovate Pedagogy 3, no. 21 (2020): 159–63. http://dx.doi.org/10.32843/2663-6085/2019.21.3-34.

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36

Eustace, Rowland. "University Autonomy: The '80s and After." Higher Education Quarterly 48, no. 2 (1994): 86–117. http://dx.doi.org/10.1111/j.1468-2273.1994.tb01644.x.

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37

Tapper, E. R., and B. G. Salter. "The changing idea of university autonomy." Studies in Higher Education 20, no. 1 (1995): 59–71. http://dx.doi.org/10.1080/03075079512331381800.

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38

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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39

Annam, Akram, and Hassaan Muhammad. "Impact of job autonomy on work engagement: the mediating role of job crafting in universities of Pakistan." International Journal of Management Sciences and Business Research 3, no. 1 (2014): 31–44. https://doi.org/10.5281/zenodo.3445793.

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The objective of this study was to investigate the extent to which relationship exists between job autonomy and work engagement in private universities of Pakistan. Moreover we also tested the mediating effect of job crafting between job autonomy and work engagement .Data was collected from 250 faculty members from different public and private universities ( Ripha International University ,Islamic International University ,Allama Iqbal Open University , Bahria University ,National university of modern languages).The results of the study showed that job autonomy has significant and positive rel

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40

Lubega, George William Kajura, Hamza Ahmed Segawa, Win Hope Tukamuheebwa, and Joseph Kimoga. "The Nature of Public University Autonomy in Determining Its Size, Rate of Growth and Expansion: A Case of Kyambogo University." International Research in Higher Education 2, no. 1 (2016): 110. http://dx.doi.org/10.5430/irhe.v2n1p110.

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University autonomy is very crucial in the determination of an institution’s size, its rate of growth and expansion. This study was conducted at Kyambogo University. The purpose was to establish the nature of institutional autonomy in determining the size, rate of growth and expansion of Kyambogo University. The paper analysed the nature of institutional autonomy with regard to students’ enrolment, staffing levels, infrastructure, facilities, financial resources, policy framework, university’s partnerships and response to global trends. The study concluded that institutional autonomy is challe

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41

Mokliak. "ORGANIZATIONAL AND ACADEMIC AUTONOMY OF KHARKIV IMPERATOR UNIVERSITY (1804-1835)." Scientific bulletin of KRHPA, no. 13 (January 17, 2020): 26–37. http://dx.doi.org/10.37835/2410-2075-2020-13-2.

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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 educa

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42

Sun, Somara. "Examining Cambodian EFL University Learners’ Perceived Autonomy, Engagement, and Performance." Journal of General Education and Humanities 4, no. 2 (2025): 323–36. https://doi.org/10.58421/gehu.v4i2.396.

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Despite studies highlighting the importance of learner autonomy, engagement, and academic performance in various contexts, the research gap in Cambodian EFL instruction is significant. This study compared Cambodian EFL university students' perceptions of learner autonomy, learner engagement, and academic performance based on gender, study level, and university type. A quantitative method was applied, involving cluster sampling and a bilingual questionnaire in English and Khmer. Data from 108 participants—selected randomly from 2nd, 3rd, and 4th-year students at three universities in Phnom Penh

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43

Tuan, Nguyen Anh, and Nguyen Ngoc Trang. "Assessing Impacts of University Autonomy Policies on Universities’ Competitiveness in Vietnam." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 21 (April 12, 2024): 957–66. http://dx.doi.org/10.37394/23207.2024.21.80.

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This research aims to assess the impacts of factors in university autonomy policies on universities’ competitiveness in Vietnam. It has been revealed that since university autonomy policies were implemented, universities have paid greater attention to the formation and improvement of their competitiveness, targeting sustainable and stable development. The survey related to Vietnam’s universities’ competitiveness was administered to 486 individuals. Through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), five factors affecting institutions’ competitiveness were identif

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44

Ho, Han Van, and Yen Thi Hai Pham. "University Teachers’ and Students’ Perceptions on Autonomous English Learning: A Case of a Private University in Vietnam." World Journal of English Language 14, no. 6 (2024): 171. http://dx.doi.org/10.5430/wjel.v14n6p171.

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Understanding teachers' perspectives on learner autonomy is essential for addressing issues related to autonomous learning, as these perspectives heavily influence instructional approaches and consequently impact the learning experiences of students. With regard to students' perceptions of their English language learning, they are not solely dependent on the teacher; instead, they take ownership of the decisions guiding their own learning process. To promote learner autonomy effectively, educators must simultaneously confront their own apprehensions about relinquishing some control over the cl

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45

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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46

Chau, Hoang Ngoc Minh, and Tran Thi Anh Thu. "University autonomy: A historical overview and contextual analysis in Vietnam." Edelweiss Applied Science and Technology 9, no. 7 (2025): 459–66. https://doi.org/10.55214/25768484.v9i7.8593.

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University autonomy has become a pivotal issue in the context of global efforts to improve higher education's contribution to social equity and socio-economic progress. In the field of higher education, the creation and dissemination of knowledge play a crucial role in promoting social equity and socio-economic development. This paper focuses on the role of university autonomy in addressing the emerging challenges and opportunities facing higher education. By employing content analysis and drawing upon secondary sources, the paper outlines the historical development and characteristics of univ

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47

Maassen, Peter, Åse Gornitzka, and Tatiana Fumasoli. "University reform and institutional autonomy: A framework for analysing the living autonomy." Higher Education Quarterly 71, no. 3 (2017): 239–50. http://dx.doi.org/10.1111/hequ.12129.

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48

Beridze, Melano. "The State Policy of University Autonomy in the Eastern Neighborhood of the European Union: The Cases of Georgia, Ukraine, and Moldova." European Journal of Educational Management 8 (June 15, 2025): 129–43. https://doi.org/10.12973/eujem.8.2.129.

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This study comparatively examines state policies of university autonomy in the Eastern Neighborhood countries of the European Union, with a particular focus on Georgia, Ukraine, and Moldova. Guided by the principles outlined in the 2007 Lisbon Declaration, the research investigates how university autonomy is shaped by state policies in these three countries. The study is grounded in the qualitative research design, drawing on document analysis, semi-structured interviews, and content analysis of legislative frameworks and higher education experts’ perspectives- including those of professors an

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49

Fandi, Ravial. "THE LEVEL OF LEARNING AUTONOMY OF ENGLISH STUDY PROGRAM STUDENTS IN UNIVERSITY OF JAMBI." JELT (Jambi-English Language Teaching) 6, no. 1 (2022): 40–45. http://dx.doi.org/10.22437/jelt.v6i1.13308.

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The present study identified the level of learning autonomy of English study program students at the University of Jambi. The quantitative method with the explanatory design was the method of the research. There was one instrument that was used to obtain the data, namely questionnaires. There were 403 in the academic year 2016, 2017, 2018, and 2019 but only 120 students participated in this research. Based on the discussion, there were 2 categorized of the level of learning autonomy students of the English study program at the University of Jambi. There are high levels and moderate levels of l

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50

Kim, Jong-Seong. "University Autonomy and the Governance of National University : Focused on University Senate." Journal of Social Science 26, no. 4 (2015): 171. http://dx.doi.org/10.16881/jss.2015.10.26.4.171.

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