Autonomy In Higher Education Research Articles

Student Privacy Activism: Protesting Radical Digital Transformation in EdTech

Abstract Student-organized activism and obfuscation respond to intrusive surveillance in digital assessment within higher education. This article explores privacy surveillance disconnects and the emergence of protests against antinormative practices. Employing qualitative and quantitative methods, including content analysis of subreddits focused on higher education, student privacy, and specific university campus communities, the study considers multiple stakeholders’ perspectives. The findings illustrate the creative avenues students have adopted to counter online assessment tools. Emphasizing the significance of privacy and autonomy in higher education, this work sheds light on the challenges faced by students and provides insights into their strategies for addressing privacy concerns.

Choosing to learn: The importance of student autonomy in higher education.

Despite strong evidence that autonomy enhances motivation and achievement, few interventions for promoting student autonomy in higher education have been developed and empirically tested. Here, we demonstrate how two autonomy-supportive policies effectively increase classroom attendance and subject mastery. First, in a randomized controlled field study, we explored the effect of allowing students to choose whether to make their attendance mandatory (i.e., a component of their course grades). We found that nearly all students used the opportunity as a pre-commitment device and were subsequently more likely to attend class than were students whose attendance had been mandated. Second, in a multi-year cohort study, we explored the effect of allowing students to opt out of a challenging, high-effort assessment stream, finding that students given greater autonomy invested more effort into their assignments and attained greater proficiency with the material. We discuss other opportunities for applying choice architecture to improve learning, motivation, and well-being in higher education.

How the level of student research autonomy in higher education affects learning efficiency by shaping motivation: A case of instructional disconformity

This study aims to examine the effects of different instructional interventions (i.e., autonomy-supportive, controlling, or a combination thereof) on student motivation and academic research performance. Here, a total of 328 s-year Chinese students majoring in mathematics completed the Academic Motivation Scale (AMS) survey before and after the intervention involving an array of research-related assignments. Learners in the autonomy-supportive group showed a lower level of amotivation and higher intrinsic motivation compared to the pretest; the differences were 2.62 and 11.95 points. Their level of extrinsic motivation remained unchanged. The controlling intervention had the opposite effect, causing the mean extrinsic motivation score to increase by 10.25 points. The hybrid approach showed significant improvement in all three scales: amotivation (−3.82 points), extrinsic motivation (+4.35 points), and intrinsic motivation (+7.13 points). The autonomy-supportive teaching style corresponds to lower scores in mathematical modeling (72.30), linear algebra (74.62), and numerical analysis (77.65). High standard deviations indicate that research activity scores are spread out over a wide range. The controlling instructional approach yielded higher scores (83.95, 81.68, and 81.88 points, respectively) with the smallest standard deviations. Learners in the hybrid group scored the highest (86.98, 82.30, and 82.90 points, respectively), with moderate standard deviations indicating a well-balanced performance. The findings indicate that a hybrid approach, which combines autonomy support with instructor control, is the most effective in enhancing both intrinsic and extrinsic motivation among students, as well as improving their academic performance. The implications for higher education policy include the necessity of developing and implementing hybrid learning models that cater to the individual needs of students while providing the requisite level of support and oversight.

Exploring autonomy support and learning preference in higher education: introducing a flexible and personalized learning environment with technology

Learner autonomy is particularly important in higher education, where students are fully responsible for their own learning. Despite this, there is a lack of research on aspects of autonomy support in higher education compared with that of primary and secondary education. To address this gap, this study explored autonomy support and learning preference in higher education, introducing a flexible and individualized learning environment with technology after the COVID-19 pandemic. A survey was conducted among 849 Japanese university students to gather their perceptions about autonomous support, learning preferences (face-to-face or distance), use of learning strategies, and academic performance (grade point average). Correlations were identified between certain variables: for example, perceived autonomy support, class format preference, and grade point average. The scores of different scales were compared among the subject groups. Autonomy support provided by instructors included explaining the lesson’s outline to students. A few teachers provided opportunities for students to select learning methods, teaching materials, and assignment content; yet, few instructors seemed to truly understand students’ learning needs. Although many participants took face-to-face courses, students’ learning preferences were evenly split between face-to-face and distance learning courses. Students who strongly preferred face-to-face learning performed well regardless of instructional format. Students with a little preference for distance education performed well, especially in distance education courses. Students with no preference performed the worst. This study suggests that a learning environment that provides students with options to suit their diverse learning preferences is beneficial and that introducing “hybrid-flexible” courses and feedback for students’ learning strategies has the potential to promote learner autonomy in higher education.

The Role of Artificial Intelligence Autonomy in Higher Education: A Uses and Gratification Perspective

With the rapid development of artificial intelligence (AI) technology, AI educators have become a reality. The advancement and increasing applications of AI technology in higher education not only provide more efficient tools for teachers in long-term and focused teaching, but also provide new active and independent spaces for sustainable self-motivated learning for college students. It is of great importance that the effects of AI educator design are understood to ensure the sustainable development and deployment of AI-driven courses at universities. This paper investigates the influences of AI educators’ autonomy design on students’ usage intentions by delving into how the artificial autonomy of AI educators satisfies students’ needs. Drawing on the uses and gratification (U&G) framework, we theoretically elaborate on how AI educator autonomy (i.e., sensing autonomy, thought autonomy, and action autonomy) influences students’ intentions to use an AI educator through the mediating effects of U&G benefits (i.e., information-seeking gratification, social interaction gratification, and entertainment gratification). By conducting an online survey (N = 673) on college students, we found that the sensing autonomy of AI educators is positively associated with usage intention due to the mediating effects of social interaction and entertainment gratifications; the thought autonomy of AI educators is positively related to usage intention, mediated by information-seeking and social interaction gratifications, and the action autonomy of AI educators is positively linked with usage intention through the paths of information-seeking and entertainment gratifications. Our findings provide both theoretical contributions and practical implications.

CONTROL OF THE EFFECTIVENESS OF MANAGEMENT OF ASSETS OF HIGHER EDUCATION INSTITUTIONS

A key part of the discussion is the analysis of Tashkent State University of Economics. This case study exemplifies the impact of methodical financial results management on the universitys asset status. It illustrates that the strategic organization of financial outcomes can significantly alter the property holdings and financial standing of an institution.Furthermore, the article underscores the necessity of effective financial resource management and utilization. It posits that adept handling of these resources is instrumental in enhancing the performance of various activities within the institution. The correlation between judicious financial resource management and the overall operational success of higher education institutions is a central theme.This shift towards financial autonomy in higher education is not without its challenges. The paper explores these challenges, offering insights into how institutions can navigate this new financial landscape. It proposes that adopting innovative management strategies can lead to more efficient and effective use of financial resources, thereby improving institutional outcomes.

Learner Autonomy in China: English Teachers’ Attitudes and Practice

In response to college English curriculum reform, a questionnaire and interview were conducted to explore English teachers’ views on learner autonomy in higher education. Based on the literature reviewed the items in the questionnaire are grouped under 4 variables: (1) Teachers’ perceptions of the present conditions for learner autonomy; (2) The relationship between teachers and learners; (3) Classroom activities are considered beneficial for self-directed learning; (4) Teacher’s professional development. Findings point to a clear cognizance of learner autonomy, and teachers’ generally favorable outlooks; while many are ready to treat students as equals, they still experience some perplexity. The primary issues lie in the assessment system, class sizes, and teacher professional development requirements.

Factors Influencing Middle Administrative Manager Training and Development at Vietnam National University Ho Chi Minh City

Administrative manager training and development in universities as a contribution to effective university administration in the context of strong movement to autonomy in higher education is a matter of deep concern for many university leaders nowadays. Recognizing the influencing factors and their levels of impact on training and developing administrative managers could allow university leaders to implement appropriate and effective solutions for the process of training and development. This article presents the results of research into the factors affecting middle administrative manager training and development at member universities of Vietnam National University Ho Chi Minh City through surveying opinions of 484 individuals who were officials and managers working at 07 member universities of Vietnam National University Ho Chi Minh City, and further interviewing 07 participants. 03 categories of factors with 19 items identified as having an impact on middle administrative manager training and development, ranked from high to low level of impact, were organizational factors, functional factors and individual factors. More importantly, the results indicate that factors related to humans, including support from university leaders, capabilities of staff responsible for middle administrative manager development, and motivation of middle administrative managers, are identified as having the greatest impact on training and developing middle administrative managers.

Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners

This article considers the potential ways for coaching and mentoring practices in higher education to support the development of learner autonomy, a key espoused aim of university education. I argue that coaching and mentoring can foster self-regulated learning, critical thinking, and goal-setting among students, empowering them to take greater responsibility for their learning, and that higher education institutions should make greater use of coaching and mentoring practises, particularly for non-traditional learners[what in the UK are identified as ‘widening participation’ students]. The aim is to stimulate reflection and discussion among higher education practitioners.

Mapping the association between productive immunity, emotion regulation, resilience, and autonomy in higher education

In recent years, more attention has been paid to the psychological and physical well-being of educators. Nevertheless, inadequate attention has been paid to the mediator function of teacher immunity (TI), teacher emotion regulation (TER), teacher resilience (TR), and teacher autonomy (TA) in higher education. This study developed a model to demonstrate the interplay between TI, TER, TR, and TA in an effort to solve the existing research gap. To compile this information, 492 university academics who are currently working in the position of English as a foreign language teacher at various universities throughout Iran have participated in an online survey. They were asked to expressed their opinions with respect to four instruments: the language teacher immunity instrument, the language teacher emotion regulation inventory, the teacher resilience scale, and the teacher autonomy questionnaire. Confirmatory factor analysis and structural equation modelling indicated that university professors who developed productive immunity and emotion regulation are more resilient and autonomous. In conclusion, the implications as well as the future direction of the study were presented to enthusiastic researchers as well as educators. This can help increase the researchers’ and educators’ understanding of the connection between TI, TER, TR, and TA and how it can produce positive results for students.

Autistic Students’ Experiences, Opportunities and Challenges in Higher Education in Singapore: A Qualitative Study

The number of autistic people entering higher education (HE) is increasing steadily across the globe, yet research on understanding their experiences and support needs still focuses almost exclusively on the perspectives of autistic students attending HE in the U.S., U.K. and Australia. The present study sought to explore and understand (i) the experiences, opportunities, and challenges of autistic students in HE in Singapore; and (ii) non-autistic HE students’ experiences of studying alongside and socially engaging with their autistic peers. Twenty autistic and twenty-two non-autistic HE students in Singapore completed an online survey with open-ended questions. Framework analysis identified themes similar to those in the extant literature (e.g., autistic students enjoyed greater autonomy in HE compared to school, but often found difficulty juggling their numerous academic responsibilities) and novel themes pertaining to Singapore’s unique sociocultural context (e.g., Singaporean autistic people face high pressure to “blend in” due to societal values of conforming to social norms). Participants also noted considerable social isolation of autistic students, likely linked to a double empathy problem between autistic and non-autistic students. Improving inclusiveness both within HE and in the wider society is a necessarily joint effort among many stakeholders. Recommendations include HE stakeholders working together to develop and improve supports (e.g., implementing formal transition programmes) for autistic students and incorporating neurodiversity education into school curricula for all students.

Toward a coherent critical theory of learner autonomy in language learning: Exploring its political implications in higher education and limitations in the literature

The literature on autonomous language learning reveals both, scholars’ great enthusiasm for the revolutionary potential of learner autonomy as well as pessimism for its continual depoliticization within higher education. Similar to how ‘learner autonomy’ is still today an unfinished construct that raises considerable confusion among scholars, the critical theory of learner autonomy in the field of language learning remains largely unexplored; and thus, yet to be fully articulated. Building on the relevant literature, this article attempts to provide a coherent and nuanced theoretical framework for the critical practice of learner autonomy in higher education. Results show how the field of language learning is dominated by uncritical and apolitical approaches that render learner autonomy a politically impotent practice. Critical autonomous language learning must be both critically aware—so it can raise students’ awareness of the structural and discursive constraints on their autonomy—and politically active—so it may lead to education reform and social change—, while also aiming at reaching the highest levels of institutional material support and student control possible.

Autonomy in higher education in Vietnam

Currently, the education and training in Vietnam sector has had specific policies and actions in which to attach importance to the renewal of the management mechanism for universities in the direction that universities are more and more autonomous in their mission implementation, improve the quality of education. International experience shows that one of the solutions to improve the quality of public universities is to gradually increase autonomy for universities in the following areas: autonomy in program and education plan; autonomy in using finance and facilities; autonomy in recruitment, human resource management; autonomy in educational goals and quality. The paper presents the research on the model of autonomous public universities in Vietnam in the context of the implementation of the Education Law 2019.

The United Nations in the Field of Education

Every international community and government in countries in the world and all components are obliged to educate the life of their nation which is one of the goals of a country. Education in principle demands the application of the principles of democracy, decentralization, justice, and upholding human rights in the life of the nation and state. In relation to education, these principles will have a fundamental impact on the content, processes and management of the education system. In addition, science and technology are developing rapidly and giving rise to new demands in all aspects of life, including in the education system. This demand concerns the renewal of the education system, including curriculum renewal, namely curriculum diversification to serve diverse students and regional potential, diversification of types of education that are carried out professionally, preparation of graduate competency standards that apply nationally in countries around the world. Education in principle demands the application of the principles of democracy, decentralization, justice, and upholding human rights in the life of the nation and state. In relation to education, the importance of the principle of preparing education funding standards for each education unit is in accordance with the principles of equity and justice implementation of school-based education management and higher education autonomy as well as the implementation of education with an open and multi-meaning system. Renewal of the education system also includes eliminating discrimination between government-managed education and community-managed education, as well as the distinction between religious education and general education. In the context of the United Nations in the field of Education, which manages the Educational, Scientific and Cultural sector, namely the United Nations Educational, Scientific and Cultural Organization, abbreviated as UNESCO.

Exploring Students' Use of a Mobile Application to Support Their Self-Regulated Learning Processes.

Being able to self-regulate one’s learning is essential for academic success but is also very difficult for students. Especially first year students can be overwhelmed with the high study load and autonomy in higher education. To face this challenge, students’ monitoring and self-regulated learning (SRL) processes are crucial. Yet, often students are not aware of effective SRL strategies or how to use them. In this study, the use of a mobile application with gamification elements (i.e., Ace Your Self-Study App) to support first-year university students’ SRL processes was investigated. In Study 1a, the Ace your self-study app was implemented in a first-year psychology course, and students’ SRL skills, motivation, self-efficacy, app use and satisfaction, and performance were measured. The results showed a significant increase in autonomous motivation, controlled motivation, and metacognitive self-regulation skills (MSR-R) across the 5-week course. Moreover, students who used the mobile application with gamified elements showed higher autonomous motivation. Nevertheless, most students used the app only for a limited number of self-study sessions. In Study 1b, students’ self-study experiences were captured using focus group interviews to shed some more light on why students did or did not use the app. The results show that if students feel they do not need support for their SRL processes during self-study, they are less inclined to use the app. Specifically, regarding using study strategies, it was found that only if students’ strategies do not work well in their perception, they feel the need to change their way of studying and choose another strategy. These results are discussed in the context of theory on SRL and how to support it.

Rebuilding social science research systems in Myanmar: The past informs the future

AbstractInternational interest in Myanmar increased exponentially from 2010 when the first quasi‐democratic election was held, signalling the beginning of transition from military to democratic rule. Major reforms were needed to facilitate Myanmar's economic and social development. However, decades of social isolation, distrust in government, and stagnation of the education system degraded Myanmar's research capabilities to a point whereby no meaningful data was available to determine areas of critical need or baseline positions to support donor‐assisted development. A decade later, research data on Myanmar has developed greatly but remains largely controlled by foreign entities. An assessment of Myanmar's research environment undertaken in 2019 utilising the Global Development Network's research assessment framework identified key actors in social science research and significant barriers to local research capacity development in the higher education sector. A critical factor to address in order to achieve meaningful change in Myanmar's higher education research systems is the relationship between central government and higher education institutions. This step is essential in progressing Myanmar's higher education autonomy and academic freedoms.

The Existence of Higher Education in Indonesia as a Public Service Agency in the Implementation of Good University Governance

Higher education autonomy can be realized if universities carry out good university governance. Gorontalo State University (UNG) in Indonesia has implemented the governance of the Public Service Agency (BLU) in recent years. However, an empirical study of its existence as a BLU has not been implemented. The existence of UNG as a BLU in Gorontalo Province is expected to be able to provide the best service in the tri dharma of academics based on the principles of Good University Governance. This study aims to examine the implementation of the concepts and principles of Public Service Bodies in Higher Education in terms of the principles of Good University Governance. The methodology used is descriptive qualitative which includes: desk study, field visits and in-depth interviews, presentations and discussions of study results to answer the research focus. The results of the study found that 1) The implementation of the concept of the University Public Service Board for Gorontalo State University has been carried out through the application of the principles of Good University Governance which consist of: a) Transparency, b) Accountability, c) Responsibility, d) Independency, e) Fairness. 2) The factors that determine the effectiveness of Gorontalo State University as a Public Service Agency consist of: a) Gorontalo State University strategic policies, b) Gorontalo State University innovation as a tertiary institution, c) Gorontalo State University academic support. 3) Third: Development of tertiary institutions as Public Service Bodies based on the four pillars of leadership of the Gorontalo State University Chancellor is carried out through: a) Achieving educational quality through accreditation, b) Achieving Research Quality and Community Service, c) National and international cooperation, d) improving the quality of graduates . This research contributes to the development of higher education in general in implementing Good University Governance.

The Networked Smart Gadgets and Their Role(s) in Enhancing Learning Autonomy in Higher Education’s EFL Context

The present study explores the perceptions of EFL teachers in higher education on the role of handheld networked devices in promoting autonomous learning. In this project 43 male teachers from King Abdulaziz University (KAU) and the University of Jeddah (UJ) in Saudi Arabia (KSA) responded to a survey. Qualitative data, on the other hand, was gathered through a silent interview where informants answered five open-ended questions related to study’s research questions. The findings revealed the participants value the usefulness of smartphones in enhancing autonomy in language learning. They were also of the view that smartphones have beneficial characteristics when used in actual classroom. In addition, the results show that most of the participants are for a purposeful and guided integration of this type of technology in order to help learners develop the required linguistic and extra-linguistic skills. Equally important was the finding that use the of smartphones along well-developed L2 learning applications in language learning cannot replace the teachers’ vital and crucial role in the whole learning process.

Enforcing L2 Learner Autonomy in Higher Education: The Top 50 Cited Articles

Learner autonomy as both a pre-condition of self-efficacy and higher achievements in learning and an essential learning outcome has been in the highlight in the higher education domain for many years. This review aims to single out the most influential publications (with 10 citations or more) on foreign language and L2 learner autonomy in tertiary education in the highly reputed journals indexed with the Scopus database, with the publication period limited to the last ten years (2011-2020). The key findings show that the top 50 cited articles on learner autonomy broadly cover conceptual development; self-efficacy and motivation within the learner autonomy concept; educational technologies and web-based activities in fostering learner autonomy; country-specific issues of learner autonomy as the prevailing directions of study in the field of learner autonomy.

Can We Actually Assess Learner Autonomy? The Problematic Nature of Assessing Student Autonomy

This paper explores, from a theoretical basis, the difficulty in defining and assessing learner autonomy in higher education. Although the development of learner autonomy as a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner autonomy within university programs of study is highly problematic. The author argues that the authentic assessment of genuine learner autonomy may not be possible within formal credit-bearing programs of higher education. The aim of the paper is to stimulate reflection and discussion so that university teaching staff may reflect and consider whether they can assess autonomy in the programs they are responsible for.