Abstract
The objective of the article is to determine the content and specific features of organizational and legal principles for ensuring the academic autonomy of higher educational institutions. In order to achieve this objective, the authors used the following methods of scientific cognition: dialectical, formal and legal, bibliographic. Problematic issues that are directly related to the implementation of legal norms for ensuring academic autonomy of higher educational institutions have been studied. The authors have formed own definitions of such concepts as “academic autonomy of educational institutions”, “organizational provision of academic autonomy” and “legal provision of academic autonomy”. Historical stages of formation and development of academic autonomy have been considered. Foreign and international norms regarding the observance of academic freedom and honesty in the most developed democratic countries of the world have been characterized. Suggestions for improving academic mobility, academic autonomy and academic freedom both in Ukraine and in the world have been provided.
Highlights
The possibility of successful and unlimited existence of the institution of free thought and free expression in the state is one of the most important components of its well-being and progressive development.As the editors say Bilgrami A. and Cole J. (2015): "No freedom can be taken for granted, even in the most well-functioning of formal democracies
Using the dialectical method the authors have revealed the essence of such concepts as “academic autonomy of educational institutions”, “organizational provision of academic autonomy” and “legal provision of academic autonomy”
The formal and legal method was used while studying scientific sources focused on the issue of ensuring the academic autonomy of higher educational institutions
Summary
The possibility of successful and unlimited existence of the institution of free thought and free expression in the state is one of the most important components of its well-being and progressive development.As the editors say Bilgrami A. and Cole J. (2015): "No freedom can be taken for granted, even in the most well-functioning of formal democracies. Exposing the tendencies that undermine freedom of inquiry and their hidden sources and widespread implications is in itself an exercise in and for democracy" Since it is well-known fact that real scientific discoveries and significant achievements are possible only if researchers and scholars have no fear of their own judgments and statements, there are no barriers to legitimate professional activity. (2017) quite rightly noted, academic freedom is defined as the freedom to do academic work It follows that academic freedom (1) includes freedoms of teaching, learning, and inquiry; (2) is a type of intellectual freedom; (3) is specific to academic roles and contexts; (4) is crucial at all levels of education and in all other academic contexts; (5) is individual, collective, and institutional; and (6) is central to the academic integrity of any academic endeavor or institution. This conception, which coordinates multiple traditions and literatures, enables us to explain the nature and limits of academic freedom and to justify it as a necessity for academic work
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