From Accreditation to Regulation: The Decline of Academic Autonomy in Higher Education

Academe ◽  
1994 ◽  
Vol 80 (4) ◽  
pp. 34 ◽  
Author(s):  
Ernst Benjamin
Keyword(s):  
Higher Education ◽  
Academic Autonomy

scholarly journals Multidimensionality of autonomy in universities and higher education (September 14-15, 2018, University of Szczecin)

2018 ◽  
Vol 23 (2) ◽  
pp. 259-264
Author(s):  
Anna Murawska
Keyword(s):  
Higher Education ◽  
Great Britain ◽  
Global Perspective ◽  
Academic Autonomy ◽  
International Conference

The article presents  central issues discussed during international conference «Crises of autonomy in universities and higher education». The conference was carried out at University of Szczecin, Poland (14-15th September 2018), which has a 25 years long tradition in organizing conferences on higher education. Researchers from Poland, Italy, Lithuania, Ukraine and Great Britain participated in the debate what enabled to show the problems from global perspective. The author mainly refers to the essence of academic autonomy along with its specific features as they were formulated by conference participants.  She pointed out dynamics and multidimensionality. Autonomy is not unequivocally positive phenomenon what was time and again  underlined at the conference, therefore it release various challenges and threats. The author presents them together with prospects of overcoming them, among them reflexivity oriented education as well as studying and researching based on three pillars: care, curiosity and community.

scholarly journals Academic Autonomy in the Contemporary University

2020 ◽  
Vol 12 (3) ◽  
pp. 2-29
Author(s):  
Grażyna Prawelska-Skrzypek
Keyword(s):  
Higher Education ◽  
Public Management ◽  
New Public Management ◽  
Higher Education Institutions ◽  
Value Added ◽  
Academic Community ◽  
Necessary Condition ◽  
Individual Autonomy ◽  
Academic Autonomy ◽  
Higher Education Reforms

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.Findings: Changes in the perception of autonomy, threats to institutional and individual autonomy resulting from the uncritical subordination of transformations of higher education to the new public management concept as well as institutional isomorphism are presented.Value Added: Attention has also been paid to ignoring the critical discourse on the consequences of too-one-sided transformation of higher education institutions, losing key values, whose carrier is community and individual autonomy – both academic teachers, for whom it is a necessary condition for the development of didactic and scientific creativity, as well as students who only in a situation of feeling are able to take responsibility for their own development.Recommendations: Individual autonomy and participatory management, which determine creative activity and academic entrepreneurship, should be a particular concern for university managers. It is necessary to undertake research on the autonomy of students as members of the academic community.

scholarly journals Critical Thinking and Ideology in Chinese Higher Education

2019 ◽  
pp. 15-17
Author(s):  
Xiaoxin Du
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Academic Freedom ◽  
Political Socialization ◽  
Complex Interaction ◽  
Academic Affairs ◽  
Political Education ◽  
Chinese Higher Education ◽  
Academic Autonomy

This article takes Fudan University in Shanghai, China, as an example to show the complex interaction among players in the process of socialization through political education and academic affairs. The roles of teachers have been split between enforcing political socialization and pursuing academic freedom—alternating between obediently observing political bottom lines and attempting to expand the scope of their academic autonomy.

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

2020 ◽  
pp. 26-37
Author(s):  
Mokliak
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Teaching Staff ◽  
Education Student ◽  
University Autonomy ◽  
Academic Autonomy ◽  
Quality Of Higher Education ◽  
The Government ◽  
High Level ◽  
The University

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

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