Institutional Autonomy Research Articles

Academic Freedom as Content Moderation: A Framework in Favor of Individual Rights and Institutional Autonomy

Academic Freedom as Content Moderation: A Framework in Favor of Individual Rights and Institutional Autonomy

Accountability System, Academic Autonomy, and Freedom of Academia Versus Pathways to Educational Excellence in Hawassa University, Ethiopia

The study examined integrated effects of implementation of accountability system, institutional autonomy, and academic freedom of academia versus pathways to educational (professional, leadership and pedagogical) excellence in Hawassa University. The study answered the central research question: “What do the effects of implementation of accountability, academic autonomy and freedom of academia versus professional, leadership and pedagogical excellences look-like?” The study employed mixed method with concurrent triangulation design. The researchers selected samples of the study using purposive, convenient, stratified, and simple random sampling techniques. The researchers collected data using questionnaires, unstructured interviews, and document examination and analyzed data using descriptive and inferential statistics and thematic narration using SPSS-26 and NVivo-14, respectively. There were multiple gaps pertaining implementing performance-based and professional-based internal accountability to accomplish institutional visions, missions, and mutual goals. The findings of the study showed that although academic autonomy relates to the independence of academic institutions in decision-making concerning curriculum, teaching methods, research, and academic policies, it shows practical gaps concerning teachers’ and students’ academic freedom. This includes challenges related to quality teaching, research, community services, and expression of views to criticize the weakness of institutional censorship. The study recommends that the practice of accountability strategies, technological, and pedagogical innovation toward striving for educational excellences needed improvements. Managerial, technological, and pedagogical innovation should promote decision-making competencies, professional, leadership, and pedagogical excellence.

FINANCIAL PLANNING IN HIGHER EDUCATION: INSIGHTS FROM INTERNATIONAL PRACTICES

In recent years, the financing of higher education has undergone significant transformations, influenced by shifting economic policies and the increasing demand for educational services. This article examines the evolution of financial planning in higher education institutions (HEIs) worldwide, highlighting the interplay between public and private funding sources. It explores various financing models adopted by countries, particularly focusing on the roles of government and private sector contributions. Comparative case studies from the United States, Germany, and the United Kingdom illustrate the diverse strategies employed to ensure access, quality, and sustainability in higher education. The article concludes with key lessons for HEIs aiming to navigate financial challenges and achieve long-term growth, emphasizing the importance of strategic financial planning, revenue diversification, and institutional autonomy.

The Chinese idea of a university in flux: academic freedom and institutional autonomy under entrepreneurial reforms in the GBA

ABSTRACT The complexity of the idea of a university has been intensified globally as more universities pursue entrepreneurship. For modern universities in China as latecomers, contemporary entrepreneurial reforms are implemented against a backdrop of ongoing interactions between Chinese and Western ideas of a university, with the Western established as the formal system and the Chinese functioning informally yet powerfully. Through 71 semi-structured interviews at four universities in the Guangdong-Hong Kong-Macao Greater Bay Area, this study explores how academic freedom and institutional autonomy are perceived by Chinese academics under entrepreneurial reforms. The study has two major findings through Clark’s analytical framework of academic, government, and market forces: (1) A novel form of statist academic freedom is emerging, merging traditional Chinese scholarly values with state-driven entrepreneurial demands; (2) The adapted triple helix model in China emphasises competition and excellence, shaped by a unique blend of state influence and market dynamics. It offers a nuanced perspective on academic freedom and institutional autonomy amidst entrepreneurial reforms in China, highlighting a compatibility with Chinese idea of a university and a response to global entrepreneurial pressures.

Impacts of Industrial Disharmony on Tertiary Institutions in Nigeria

The issue of disharmony in Nigerian tertiary institutions has become a significant challenge, affecting academic quality, institutional stability, and national development. This paper examines the various cases and underlying causes of disharmony within Nigerian universities, polytechnics, and colleges of education. Through a critical review of the literature and empirical data, the paper highlights the adverse impacts of disharmony, such as reduced academic productivity, a decline in the quality of graduates, infrastructural decay, and loss of public trust in higher education. The study argues that addressing disharmony requires collaborative efforts between government, management of institutions, staff unions, and students. By promoting inclusivity, strengthening institutional autonomy, and ensuring effective conflict management mechanisms, Nigerian tertiary institutions can foster a more harmonious and productive academic environment.

Regulatory and legal regulation of the process of formation of administrative authorities and management in Subcarpathian Rus (Transcarpathia) in 1919–1926

It is indicated that the proper functioning of local executive power, the creation of an optimal system of local executive power bodies should ensure effective influence on the development of each region, especially the cross-border region. It is generally accepted that local bodies of executive power implement the functions of the state, which are close to the population. In Ukraine, a new people-centered model of activity of public administration subjects is being formed. The article examines the process of formation of administrative authorities and management in Subcarpathian Rus (Transcarpathia) during the first half of the 20s of the 20th century. It was established that the process of forming the structure of state administration in Subcarpathia began already at the beginning of 1919, and in the summer of the same year, several projects of the organization of government in the region were already developed in Prague. On the basis of the General Statute, the model of relations within the local government between the Directory, the administrator and the military leadership during 1919-1920 was analyzed. The formation of abstract departments at the Civil Administration, which was headed by an administrator, is briefly described. The importance of the changes introduced by the government decree No. 356/1920 «On amending the General Statute of Subcarpathian Rus» was revealed, according to which the functions and powers were radically redistributed in favor of the bodies that represented the central government in the region. The theory of the creation of two branches of administrative management in relation to the competence of the Civil Administration of Subcarpathian Rus is presented: autonomous institutions and institutions of the state. The description of the gubernatorial council as an advisory body under the governor is provided. It was noted that the new General Statute, in terms of the norms governing the activities of the vice-governor and the gubernatorial council, went beyond the Constitution of the Czechoslovak Republic. It is proved that the administrative reorganization in Czechoslovakia in 1925 and especially in 1927 only distanced Subcarpathian Rus from real autonomy, since the process of further centralization and unification of power and administration took place throughout the territory of the republic. Appropriate conclusions have been drawn regarding the retention and gradual incorporation (integration) of the region into the all-Czechoslovak legal system.

Effectiveness of the Walkbot system in patients with infantile cerebral palsy

BACKGROUND: Estimating the effectiveness of robotic mechanotherapy is crucial in the rehabilitation of children with cerebral palsy. AIM: To evaluate the effectiveness of the Walkbot robotic complex (Walkbot, Korea) in children with cerebral palsy. MATERIALS AND METHODS: The study included 35 patients with infantile cerebral palsy who received courses of rehabilitation therapy based on the state autonomous institution “City Children’s Polyclinic No. 7.” A comparative analysis of the functional motor outcomes between two groups of children with cerebral palsy was performed. Group 1 was treated with locomotor therapy on the Walkbot, whereas group 2 was not prescribed with the apparatus. RESULTS: The effect of using the Walkbot mechanotherapeutic complex on functional motor outcomes in patients with infantile cerebral palsy was evaluated. Better dynamics of the level of motor skills development on the GMFM-66 scale was noted in group 1 (by 6.8% in group 1 and 4.1% in group 2; p=0.006). The Hauser index (p=0.05) indicated an improvement in locomotor function, which increased the level of independence in everyday life according to the FIM scale (p=0.044), compared to the data of children in the control group. Attaining the effect depends on the number of procedures and total number of rehabilitation courses. CONCLUSION: Children with cerebral palsy who received the Walkbot therapy have better motor outcomes, primarily relating to locomotor function.

Academic freedom in Europe: Limitations and judicial remedies

Abstract Europe has recently struggled with democratic backsliding and autocratization. This autocratization has accompanied a decline in academic freedom in many backsliding countries, as reported by the Academic Freedom Index. Can the standards set by the European supranational courts effectively safeguard academic freedom? This article provides answers to this question. It argues that despite differences in their approaches, the theoretical conceptions of scholarship held by the European Court of Human Rights (ECtHR) and the Court of Justice of the European Union (ECJ) share an essential feature: both have moved towards embracing the ‘liberal science script’ by protecting academic freedom. The main difference between the two courts’ approaches is the subject of protection. The ECtHR focuses on the individual rights of academics: It protects free speech in the academic context by establishing a high standard for holding academics liable for publicly expressing their views inside and outside of academia. The ECJ has applied the concept of institutional autonomy, thereby setting a high standard for safeguarding the freedom of academic institutions. This standard can be applied with regard to the demands placed by policy-makers on academia regarding its role in democracy, including gender equality requirements for EU research funding.

Совершенствование процесса управления государственными закупками в подразделениях системы МВД России

Estimated indicators for three years, the same period is considered when forming a plan of financial and economic activities in autonomous and budgetary institutions. The principle of efficient use of budgetary funds for procurement of goods, works and services is fundamental in the budgetary process when forming expenditures in a public institution. The authors, reflecting the efficiency of using budgetary funds in procurement activities, guided by this principle, investigate the initial maximum contract price, proposed a metho-dology for forming the lowest contract price by introducing a correction factor.

Student protests at Boğaziçi University against Turkey’s authoritarian regime

Amidst the proliferation of authoritarian regimes globally, youth has been on the front lines against top-down politics, antidemocratic norms and values, exclusion from decision-making processes, the privatisation of higher education, the erosion of academic freedom, the stigmatisation of different lifestyles, precarity and environmental degradations. As part of the global authoritarian wave, Turkey has witnessed a comprehensive economic, social and political transformation under Justice and Development Party (AKP) governments. The governing party has deepened neoliberal transformation, plundered environmental commons, imposed a conservative lifestyle, eroded democratic values, attacked academic freedom and intensified polarisation, precarity and corruption in the country. One of the biggest challenges to the AKP government has come from student resistance against the appointed rector at Boğaziçi University (BU). In this research, I focus on how BU has become a space of contestation by students against authoritarianism in Turkey. Against the top-down appointment of the rector, Boğaziçi resistance started in demand of the democratic election of the rector, institutional autonomy and the defence of academic freedom. However, through naming the appointed rector as ‘trustee’, students at BU have unequivocally made a resounding declaration for democracy, not only echoing within the confines of their campus but reverberating throughout the country.

The methodology of teaching psychological and pedagogical disciplines in agricultural higher education institutions

Introduction: The introduction of psychological and pedagogical disciplines contributes to integrating higher education into European standards, leading to the development of a competitive specialist in changing employer requirements. Agrarian education slowly introduced psychological and pedagogical methods, which was the reason for the slow reformation of educational approaches in the field and did not contribute to the growth of the profession's prestige.Objective: The study aimed to determine the methodology of psychological and pedagogical disciplines based on the analysis of structural subdivisions, teaching staff and features of the pedagogical and psychological profile disciplines in agrarian universities.Methods: The method of synthesis, analysis, survey, grouping, comparison, visualisation and generalisation of results is applied.Results: The study results established that there are departments of psychology and pedagogy and professional teaching staff in the studied universities. The presence of compulsory and optional subjects, which differ in different institutions, was determined, which is explained by the autonomy of institutions in determining the form of teaching subjects by individual requests.Conclusions: At the same time, autonomy does not involve monitoring the effectiveness of educational activities, which was confirmed by the results of a survey of students and teachers, which revealed the popularity of outdated educational methods among teachers and low motivation among students in methods that develop creativity and the practical application of acquired knowledge. Instead, some pedagogical practices have found wide application and have shown effectiveness in developing communication skills, teamwork, and organisation

Resistance and collaboration within the panoptivarsity: differing views of ORCID in Ireland

PurposeORCID is well recognised as a Persistent Identifier (PID) amongst the global academic community. The international literature is generally extremely positive towards this development. A minority of vociferous critics however have continued to dispute its benefits. Particular concerns have been noted around the potential for ORCID to be used as a tool for evaluation and surveillance by University management structures. This research sought to critically evaluate in-depth perceptions of ORCID in the Technological University (TU) sector in Ireland.Design/methodology/approachThis study involved ten semi-structured interviews with academics and five with librarians in the TU sector. Reflexive thematic analysis informed by Heideggerian hermeneutic phenomenological principles was used to explore transcribed interview data.FindingsThe results demonstrate a clear difference in perceptions concerning ORCID, with library staff being very positive and uncritical, even arguing for mandatory adoption. Although some academics were using ORCID IDs in a performative manner, most were suspicious of, or resigned to their use. Concerns about ORCID ranged across various issues including employer surveillance, a lack of institutional autonomy and its inappropriateness for the sector. It is argued that academics in the TU sector have so far not had an opportunity to fully explore and articulate their vision for the future. In its current form ORCID represents a foreign, imposed and inappropriate tool that may facilitate willing or unwilling inclusion in the inequitable and crude “game” of global university league tables.Originality/valueThe paper offers an in-depth and critical analysis of ORCID adoption in Ireland based on perceptions amongst two stakeholder groups: academics and librarians.

Exploring perceptions of public good(s), government, and global contributions in Japanese higher education: a phenomenographic approach

AbstractThis study explores the multifaceted concept of “public good(s)” in the context of Japanese higher education. Through interviews with 11 stakeholders, including policymakers, representatives from academic associations, and institutional leaders from two national universities, the research reveals that “public good(s)” are perceived as societal benefits transcending individual interests, emphasizing inclusivity and open access. It underscores higher education and research’s diverse roles in fostering “public good(s)” by cultivating enlightened citizens, generating knowledge, and promoting collaboration. The study highlights the evolving government-higher education relationship in Japan, transitioning from traditional intervention to strategic planning and policy guidance while maintaining a delicate balance between financial support and institutional autonomy. Personal backgrounds and identities shape stakeholders’ interpretations and recommendations, contributing to the nuanced understanding of “public good(s)” in Japan’s higher education landscape. The research also draws comparisons with global trends, emphasizing Japan’s distinctive reliance on government funding, STEM focus, and commitment to global contributions rooted in cultural values. Ultimately, this study provides valuable insights into the complex dynamics of government-higher education relationships and the concept of “public good(s)” in Japanese higher education.

Survey of Felt Needs Among Teachers of Psychiatry in Institutes of National Importance (INI) to Improve the Quality of Undergraduate and Postgraduate Training.

Several institutes of national importance (INI) have been established in the last few years to improve the quality of medical education in the country. Most INIs are autonomous and outside the purview of the National Medical Commission (NMC). Little is known about the needs of the psychiatry teachers working in INIs. The current study was planned to obtain feedback from the psychiatry teachers in INIs about the various issues pertaining to training in psychiatry. This was an online survey conducted using Google Forms involving psychiatry teachers working in autonomous INIs outside the purview of NMC. The questionnaire had mandatory items (which provided quantitative data) and optional questions (which were used for thematic analysis). Our study's response rate was estimated at 48.73%. About 92.7% of respondents appreciated the need for training in undergraduate psychiatry. Though fewer residents were trained in medical education, the felt need for training among residents was comparable to that among faculty members. The major themes of targeted training, as reported, were found to be in sync with the current demands of the curriculum. There is a substantial need for training among the teachers of psychiatry in the INIs. This study provided with some groundwork regarding the strengths and weaknesses of teaching psychiatry in INIs. Further studies on this topic, using a qualitative design, should be planned to understand the nuances of working in an autonomous institute.

Continuing Medical Education (CME) on the Family Adoption Program

The Family Adoption Program has been incorporated into the MBBS curriculum starting from the 2021-22 batch. This change in the curriculum aims to align it with competency-based medical education and ensure comprehensive coverage of cognitive, affective, and psychomotor domains of learning. The objective of the program is to enhance the accessibility of healthcare services to the rural and underserved people. This is necessary because the existing healthcare facilities in our country are primarily located in urban regions, while the rural areas have a higher concentration of population but limited health care facilities as well as poor access to healthcare. [1] A two-hour session was conducted under the banner of pre-conference CME of JHIAPSMCON 2024 on the topic- Family Adoption Program: A roller coaster ride. There were about 30 participants representing nine medical colleges of Jharkhand. The session was chaired by two faculty from an autonomous Government institution of the state. The agenda for discussion were the brief introduction on Family Adoption Program, its implementation, the role of health camp in FAP and ways in which students may be engaged in health camp and lastly the strengths, weaknesses, opportunities and challenges of the program. The intention was to share the experience of FAP implementation at Manipal Tata Medical College and also exchange of ideas and experiences by all other institutions. The perspective of faculties from other institution were also discussed. [2] There were four resource person for the session which continued one after the other with a brief discussion with the participants at the end of each sub-session.

Comparing Sino-Nordic systems of higher education: ideology, institutional logics, subaltern governance, and emergent identities

ABSTRACT China is a key player in global science. Collaboration between Chinese and Western universities is critical for enhancing global networks of research and innovation. However, the potential for cooperative outcomes is currently limited by obstacles to collaboration. At the core of these challenges is the continued misunderstanding of ideology and governance between Chinese and Western higher education. Contributing to increased sub-regional understanding of higher education systems, this research provides an important Sino-Nordic comparative understanding of institutional autonomy, academic freedom, professional academic identity and organizational change. Through an empirical case-study and document analysis of macro-social ideopolitical steering logics, institutional logics, and organizational-level complexity, this research finds that within both China and the Nordics, incongruent macrosocial ideo-political steering logics deprofessionalize/politicize the academic profession through a state-driven procedural strengthening, yet substantive narrowing/weakening of institutional autonomy/academic freedom. The implications of this research should be understood within a contemporary context of limited trust and cooperation between China and the Nordics. Through a bridging view of convergent/divergent ideopolitical steering logics within respective systemic higher education contexts, and their effects on professional academic identity and agentic change, increased understanding of respective HE systems may provide avenue for increased sub-regional academic/scientific engagement and cooperation.

Academic Freedom, Institutional Autonomy in Higher Education Institutions in Uganda: Policy, Legal and Ethical Tensions

Academic Freedom, Institutional Autonomy in Higher Education Institutions in Uganda: Policy, Legal and Ethical Tensions

Cynicism, justice and behavioral support for change: a moderated mediation analysis

PurposeThe purpose of this study is to describe and explain the relationship between organizational justice, as an environment and as a buffer and suppressant for influencing cynicism about organizational change (CAOC), thereby influencing change-supportive behavior (CSB) and its impact on higher education performance (OP). The social cognitive theory was applied to test the moderating role of perceived organizational justice in the relationship between CAOC, CSB, and OP.Design/methodology/approachThe research found support for the proposed model using data collected from 91 faculties at 10 autonomous higher education institutions in Indonesia and a multisource research design with a non-academic staff sample.FindingsThis finding confirms that distributive and interactional justice only influences organizational performance when perceived as moderate or high. The moderated mediation analysis findings were supported by the moderating variable of procedural justice but were supported by the moderating variables of distributive and interactional justice.Originality/valueAs a determinant of CAOC on non-academic staff in Indonesia, a country with a high-power distance, cynicism towards change is difficult to detect due to the prevalence of silent cynicism.

The Nature, Function, and Independence of the National Bank of Ethiopia: A Comparative Analysis in Light of International Practices

A central bank is an autonomous institution that is mainly bestowed with the mandate to ensure the maintenance of price stability by formulating and implementing monetary policy. To fulfill its purposes, the law should make sure that the CB is independent of external influence. Accordingly, the NBE is established to act as the central bank of Ethiopia, empowered to deliver on multiple objectives, including price and exchange stability. Nonetheless, it is evident under its legal framework that the requirements for institutional, functional, and personal independence of the NBE are disregarded. Hence, having this problem in mind and considering the research gap in the particular area, the study attempted to review relevant legal instruments of the NBE, assessing them against parameters of institutional, functional, and personal independence; selected countries’ laws, and the expert opinions of NBE officials and IMF expert to make the required analysis about the nature, functions, and independence of the NBE. Consequently, the study revealed impediments related to the institutional, functional, and personal autonomy of the bank. Thus, concerning institutional independence, there is a lack of clear provisions protecting the bank from government and other entities' influence. The absence of hierarchy between its objectives, the dominance of government representatives in the BoD, the absence of legal limitations on the advances to be provided to the government, and ambiguity as to the role of monetary policy formulation and oversight roles of the BoD are the manifestations of the absence of functional independence. Whereas, in terms of personal autonomy lack of provisions stipulating the security of tenure, qualification criteria, and procedure for the appointment and dismissal of the BoD members, Governor, and Deputies are evident. Having identified these concerns under the current laws, the researcher recommends the relevant revisions of the laws to address the enumerated impediments in line with the best practices of central banks.

Effectiveness of protected area revenue-sharing program: Lessons from the key informants of Nepal's buffer zone program

Finding appropriate mechanism of sharing protected area (PA) benefit with local communities is a critical policy question in biodiversity conservation. The Buffer Zone (BZ) program, practiced in several countries, involves placing partial restrictions on land use in peripherical areas while sharing a portion of PA revenue with the communities therein. However, the effectiveness of this program in promoting conservation and development is unknown. Evidence from key informant interviews of 41 individuals representing a diverse group of stakeholders associated with Nepal's 26-year-old BZ program, imply that the institutional platform the BZ program provides to stakeholders, rather than the shared revenue itself, creates bigger impacts in integrated conservation and development. Findings also suggest that effectiveness of such programs may be further enhanced by accommodating some autonomy for local BZ institutions to meet their local needs; shifting the focus from development to conservation education, wildlife damage mitigation, and relief to wildlife victims; and leveraging BZ funds with other sources to create a bigger impact.