Autonomy In Higher Education Research Articles

Climas de aprendizaje de apoyo a la autonomía y su influencia en la educación superior: Una revisión de la literatura

El concepto de apoyo a la autonomía es un tema de creciente interés en la investigación educativa dada su reconocida influencia en el proceso de aprendizaje. El apoyo a la autonomía se traduce en la generación de climas de aprendizaje que apoyan las necesidades psicológicas básicas de los estudiantes promoviendo una motivación autónoma de alta calidad. Dado el creciente número de investigaciones, es necesaria una sistematización que facilite la comprensión de los principales ámbitos de influencia que estos climas de aula generan en el estudiante. Por consiguiente, el presente estudio realiza una revisión de la literatura identificando los principales ámbitos de influencia generados por los climas de aprendizaje que apoyan a la autonomía de los estudiantes de educación superior. Los resultados de la presente investigación sugieren que los climas de apoyo a la autonomía influyen principalmente en ámbitos relacionados con el aprendizaje, y en ámbitos relacionados con la parte emocional. Por consiguiente, la presente investigación resalta la necesidad de considerar el aspecto cognitivo, así como el aspecto emocional del estudiante en el proceso de aprendizaje. Se discuten estos resultados y lineamientos que faciliten la generación de climas de apoyo a la autonomía en la educación superior.

Agency in the Writing Center: Examining the Importance of Student Autonomy in Higher Education

In college-level English courses, students often struggle to achieve satisfactory results in their writing. To remedy this, they seek help at campus writing centers, where a tutor helps them improve their writing skills and their academic performance. Yet, students experience tension between the classroom and the writing center that universities should seek to minimize. In my research, I discovered how different learning methods may either foster or suppress student autonomy. Further, I found that current methods—such as the course-embedded model for mitigating the tension between the writing center and the classroom—fail to empower the student. Using Rutgers University and its style of minimalist tutoring as a benchmark, I discuss the topics of autonomy and agency, student-led negotiation with authority, lack of academic motivation, and how we can bridge the pedagogical gap between the writing center and the classroom.

Factors influencing learner autonomy and autonomy support in a faculty of education

ABSTRACT Most studies on learner autonomy are in language learning while those on autonomy support are in secondary schools, and are mainly of quantitative nature conducted with either teachers or learners. However, in-depth qualitative studies focusing on the factors influencing learner autonomy in higher education and autonomy support provided for student teachers by teacher educators are scarce. Drawing on data from a qualitative study carried out in an education faculty, this article focuses on both teacher educators’ and student teachers’ perceptions of the factors that limit learner autonomy practice and support. The findings suggest teacher/learner backgrounds, mismatch between teacher and learner expectations, spoon-feeding tendencies of teachers, limited teacher autonomy and large classes are the main factors. The findings also suggest that there exists a dynamic interaction between the constructs of learner autonomy, teacher support and teacher autonomy indicating these need to be treated together rather than in isolation.

Political Culture and Higher Education Governance in Chinese Societies: Some Reflections

Over the past decades, higher education governance and university management have become increasingly complex worldwide in a context of unprecedented expansion and diversification. Driven by both external and internal pressures, higher education reforms in different nations have often been reported to follow a similar pattern: shifting from the control model to the supervisory model in nearly all aspects of their relationship with universities. While such a trend in Chinese societies has been well documented in the literature, few people have been able to identify the sticking point of higher education governance there. As a result, the concept of a doomed cycle continues to linger obstinately, viewing power delegation as leading to market disorder which, in turn, leads to tighter control. This article points out the neglect of Confucian political culture and its importance for studies of higher education governance reforms in Chinese societies. It aims to demonstrate that Western theories of and approaches to governance and autonomy in higher education cannot be simply applied to other societies of highly different historical and cultural traditions. By so doing, it attempts to shed some light on debates over governance and autonomy in higher education in a much wider context.

Perception of Transparency and Autonomy in Higher Education: An Example of Foundation Universities in İstanbul Province

Bu çalışmanın amacı İstanbul ilindeki vakıf üniversitelerinde görev yapan yöneticilerin (Rektör, rektör yardımcısı, dekan, dekan yardımcısı, enstitü müdürü ve bölüm başkanı) yükseköğretimde şeffaflık ve özerklik konusundaki görüşlerinin belirlenmesidir. Çalışmada nitel araştırma yöntemi kullanılmıştır. Çalışma grubunun seçiminde amaçsal örnekleme yöntemlerinden aykırı/aşırı durum örnekleme yöntemi kullanılmıştır. Çalışma grubunun belirlenmesinde 2012 yılından beri TÜBİTAK tarafından gerçekleştirilen, üniversitelerin girişimcilik ve yenilikçilik performanslarına göre sıralandığı Girişimci ve Yenilikçi Üniversite Endeksi kullanılmıştır. Çalışmada, veriler arasında karşılaştırma yapabilmek amacıyla listede her yıl ilk 10 üniversite içinde yer alan ve bu endekste daha önce yer almamış İstanbul’daki vakıf üniversitelerinde görev yapan yöneticiler araştırmaya katılmıştır. Araştırmada yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme formunda, katılımcılara yönelik kişisel bilgilerin yanı sıra problem durumuna yönelik temel sorular ve bu soruları destekleyen alt sorular bulunmaktadır. Araştırmaya katılan üniversite yöneticilerinden rektörler, rektör yardımcıları, dekanlar, dekan yardımcıları ve bölüm başkanları (bir tanesi hariç olmak üzere) yönetimde şeffaflık konusunu hem yönetim kademesinin hem de akademik personelin şeffaflığını birlikte ele alarak irdelemişlerdir. Ayrıca üniversite yöneticilerinin şeffaflıkla ilgili görüşlerini statüleri bağlamında değerlendirildiğinde yönetimde şeffaflık konusunda rektörler ve rektör yardımcılarının benzer düşüncelere sahip oldukları gözlenmektedir. Araştırmaya katılan yöneticilerin ortak görüşü yükseköğretimde mevcut koşullar altında özerkliğin sağlanmasının güç olduğu yönündedir. Özerklik konusunda rektörler, rektör yardımcıları, dekanlar, dekan yardımcıları ve bölüm başkanları arasında çalıştıkları üniversitenin endekse girip girmemesi durumuna göre farklılıklar görülmüştür. Çalışmada ulaşılan sonuçlara dayalı olarak ileri araştırmalara, karar alıcılara ve uygulayıcılara yönelik çeşitli öneriler sunulmuştur.

Curriculum Development in Higher Education - from Theory to Practice at University of Education - Hanoi National University in the Context of University Autonomy Implementation

In the trend of innovation and autonomy in higher education, curriculum development plays an important role for each university to affirm its quality and position. This paper argues that a new meaning for undergraduate Curriculum must be developed to reflect the University's autonomy, and ensure efficiency. This will require renewed discussion about many aspects of curriculum in higher education, from theory to practice. With that meaning, this paper also reflects the result of a study on the curriculum development of the University of Education (UED) - one of the member unit of Hanoi National University (VNU), in order to assess the degree of autonomy and effectiveness of the curriculum and proposing solutions to ensure the quality of training, realize the vision and mission of the University.

Measuring language learner autonomy in higher education: The Self-Efficacy Questionnaire of Language Learning Strategies

Abstract Students in higher education are expected to be autonomous and to become co-owners of their learning. In practice, they need support to advance their autonomy, and formal education is assigned an important role in this development. In order to optimally support the advancement of learner autonomy, educators should be able to define, identify and measure autonomy. Many models and approaches for measuring learner autonomy have been proposed, but as they were mainly developed for research purposes, they are not well suited for implementation in everyday teaching. This study aimed to design a tool to measure language learner autonomy in higher education that is easy to administer and interpret. The Self-Efficacy Questionnaire of Language Learning Strategies (SEQueLLS) blends the constructs of self-efficacy and learner autonomy. This article clarifies the intersection of both concepts, before outlining the development and preliminary validation of the questionnaire. Data collected during a pilot study in the Department of Linguistics and Literature at the University of Antwerp were used to perform a reliability analysis. The article will proceed with a discussion of the ways in which the questionnaire can inform teaching practice: on the basis of two case reports, teaching strategies for supporting students’ autonomy and sense of self-efficacy will be considered. To conclude, a framework suggesting an approach for developing strategy training based on students’ perceived efficacy beliefs for the use of learning strategies is proposed.

‘University of the world’ or the globalised, entrepreneurial logic of professionalism management in the Vietnam context

ABSTRACTThis case study of a university in Vietnam examines how professionalism is established and managed in the university context as manifested in institutional quality assurance policies and practices towards academic staff development. By looking at both ‘regulations and instrumentalities’, the research showcases the different political forces involving in the making of professionalism. The findings suggest that the professionalism emerging from the case study is informed by a managerialist ethos. This striving university with its globalised logic can, in turn, be interpreted against a backdrop of larger socio-cultural contexts. In constructing the contemporary professionalism, there exist several forces and together they form an ecology system that includes both internal and external pressures under the overarching globalisation. A better understanding of these forces raises other questions about how they might change the traditional relationship between university and academic staff members, the impact of globalisation and the nature of teacher work and autonomy in higher education.

Book review: Balancing Student Mobility Rights and National Higher Education Autonomy in the European Union, by Alexander Hoogenboom. (Leiden: Brill Academic Publishers, 2017)

Book review: <i>Balancing Student Mobility Rights and National Higher Education Autonomy in the European Union</i>, by Alexander Hoogenboom. (Leiden: Brill Academic Publishers, 2017)

AUTONOMY IN HIGHER EDUCATION FROM AFFILIATION TO SELF GOVERNING MANAGEMENT: AN INDIAN PERSPECTIVE

Many issues pertaining to autonomy of the higher educational institutions are discussed and emphasized throughout the universities and colleges in India. The University Grants Commission (UGC), National Assessment and Accreditation Council (NAAC) and government are spearheading this movement of ‘auto-nomination’ of higher education institutions. Here it is important to note that, the decline of quality in higher education in India underlines the importance of autonomy of the institutions. The adoption of affiliation system made the existing higher educational scenario mechanical and less useful in the era of globalization; consequently, the education system has become outdated and irrelevant in the present circumstances. The decline in the quality education motivated the researcher to think about means which can bring qualitative change in higher education. Autonomy in Higher Education is found as a ray of hope to reach the goal of quality education, for that the study started with the objectives of discussing present affiliation system and need of autonomy in higher education. The present paper has been prepared with the help of secondary data obtained from various book, journals, newspapers and e-sources. The empirical and descriptive method of research has been used for the paper. The researcher found that financially strong colleges should adopt autonomy and restructure the curricular according to local needs and the autonomous colleges should create their own infrastructure to produce skilled and well trained human resource to meet the modern needs. The study can further be extended in the areas of technological advancements in higher education as well as comparative study between two or more developing nations.

Problems With Assessing Student Autonomy in Higher Education, an Alternative Perspective and a Role For Mentoring

The paper explores, from a conceptual basis, the inherent tensions in assessing student autonomy in higher education. The author argues that, despite the development of student autonomy being a key aim of higher education, there are problems in identifying with any level of precision what it is, and that its assessment is highly problematic. An alternative perspective is provided that, with the support of mentoring processes, allows for authentic assessment. The paper is intended to stimulate debate amongst university management and academic practitioners in higher education. This is a conceptual paper considering the problematic nature of learner autonomy and the inherent difficulties in assessing it, with a practical potential solution proposed.

Autonomy and Accountability in Higher Education

Higher education always requires constant value creation through providing autonomy and monitoring accountability. The process of value creation in higher education is only possible by regular improvement in the established current higher education system. India after independence specifically focuses on the education and since then three national education policies have been introduced and adopted by the Government. All the education policies have concentrated on inclusion and promotion of subaltern communities, but none of them have focused on autonomy and accountability of higher education. The current research paper explores the prevalent status of autonomy and accountability of higher education in India. Higher education plays a significant role in shaping a prolific, progressive and intellectually fertile nation. It is already established that autonomy and accountability are essentially interrelated with each other. It is assumed that autonomy and accountability go together, accountability is always considered as the consequence of autonomy. Providing autonomy to the different systems in higher education will make sure the accountability of the systems.The paper also throws light on antecedents and consequences of providing autonomy in higher education and illustrates the accountability of higher education towards creating a positive and constructive social, cultural, economical and political context.

Balancing authority and autonomy in higher education by implementing an agile project management approach

This article develops and implements an agile management approach in higher education. Such an approach follows core practices, such as project plans. The project manager has to identify the agility drivers that represent changes and pressures; prioritize agility capabilities to take advantage of changes; identify agility providers to obtain agility capabilities; and make managerial choices to manage the project. The object of the study is a department at a public university; it must follow the institutional framework and laws, and the university and faculty decisions, strategies and policies. The article discusses how agility can be created in such circumstances.

TEORI COLLECTIVE UNCONSCIOUS Pemikiran W. Montgomery Watt tentang al-Qur’an dalam Islamic Revelation in the Modern World

When compared with others, Watt was an honest orientalist when looking at Islam. His view of al-Qur’an is scientific and he is impersonal towards Christianity. Therefore, he defines revelation (Alqur’an) as the reality which is suitable with modern scientific perspective. He interprets Alqur’an historically so that it can always exist in the modern world and being communicative at all times. Watt wants al-Qur’an to develop and that it remains communicative in all contemporary situations and conditions. Given al-Qur’an has been studied and discussed for sometime, Muslims and even on-Muslim should therefore study it in an up to date manner. In fact, there is now an inter-religious phenomenon which sees the relationship between Islam and Christianity going well tunity or external environment as a challenge. The reposition of Islamic education in madrasah, modernization of boarding houses, and autonomy in higher education are the expectations of all sides in order to achieve good quality education which is managed by professional technical practitioners.

Increasing graduation and calling for more autonomy in higher education: is it a good thing? A theoretical model

This paper presents a theoretical model of enrollment decisions made by high school graduates, under the assumption that their choices are strongly influenced by the educational standard(s), roughly dened as what students are expected to have learned by the end of the course. Higher standards reduce the probability of graduation but increase the accumulation of human capital and future earnings. The policy maker decides whether standards are set equally for all universities (centralization) or autonomously by each university (decentralization). In the centralized setting, the model establishes relationships among the standards that maximize dierent objectives: graduation, enrollment, and human capital. Specically, the standard that maximizes graduation is lower than the one that maximizes enrollment, which, in turn, is lower than the one that maximizes human capital. The decentralized setting may perform worse than the centralized one in terms of these three objectives if moving costs exist, while it always performs worse in terms of inter-generational mobility in education.

Autonomy for Excellence in Higher Education in India

The need for autonomy in higher education arises on the grounds of academic expansion, excellence and innovation. The whole field of higher education in India is plagued by multiplicity of controls and interventions exercised by the government with the result that there is quantitative expansion without excellence and innovation. There are more than six authorities or bodies exercising controls on management education which has to play a crucial role in the growth and development of the country. The Draft New Education Policy of 2016 admits the need for autonomy in higher education. But it fails to identify suitable mechanisms for guaranteeing autonomy that is needed for transforming India by maintaining excellence in higher education. It is heartening to know that the Union Budget for 2017-18 recognizes the phenomenal significance of autonomy in the institutions imparting higher education. It goes without saying that the States should complement the efforts of the Central Government for what is absolutely needed for ensuring both excellence and innovation in higher education in the times to come.

Accountability and Autonomy in Higher Education in a Transforming Democracy: The Case of South Africa

Accountability and Autonomy in Higher Education in a Transforming Democracy: The Case of South Africa

The Rise and Demise of the International Council for Science Policy Studies (ICSPS) as a Cold War Bridging Organization

When the journal Minerva was founded in 1962, science and higher educational issues were high on the agenda, lending impetus to the interdisciplinary field of “Science Studies” qua “Science Policy Studies.” As government expenditures for promoting various branches of science increased dramatically on both sides of the East-West Cold War divide, some common issues regarding research management also emerged and with it an interest in closer academic interaction in the areas of history and policy of science. Through a close reading of many early issues of Minerva but also of its later competitor journal Science Studies (now called Social Studies of Science) the paper traces the initial optimism of an academically based Science Studies dialogue across the Cold War divide and the creation in 1971 of the International Commission for Science Policy Studies as a bridging forum, one that Minerva strangely chose to ignore. In this light, attention is drawn to aspects of the often forgotten history of Science Studies in the former Soviet Union and the Eastern European block. Reviewed also are several early discussions that are still relevant today: e.g., regarding differing concepts of Big Science, science and democracy, autonomy in higher education and what conditions are necessary to sustain academic freedom and scientific integrity (some of Edward Shils’ primary concerns). Finally, it is noted how the question of quantitative methods to measure scientific productivity lay at the heart of a “Science of Science” movement of the 1960s has re-emerged in a new form integral to the notion of a “Science of Science Policy.”

Private Sector Consultants and Public Universities: the challenges of cross‐sectoral knowledge transfers

Since the early 1990s, European higher education has been undergoing drastic changes with regard to the organisation and governance of academic work. The political emphasis on higher education autonomy and accountability went hand in hand with the introduction of market type steering devices and a new discourse regarding the universities' responsibilities to society. This article is about both carriers of diffusion processes that are crucial in disseminating private sector logics and the limits to such processes. By taking into account contradictory societal pressures towards isomorphism and differentiation; we will draw on neo‐institutionalism and the sociological systems theory to provide a definition of privatisation in higher education. Especially, we are interested in detecting systematic limits to the privatisation of higher education. We therefore examine a relatively recent phenomenon in higher education governance: the increasing reliance of institutions on management consulting services. First findings show that the more market‐centred a higher education system is, the more readily it accepts the economic rationale of the consulting business. Nevertheless, our study also stresses that management consultancy for higher education institutions is of limited scope. Systemic differences remain unbroken as the adherence to different value systems, communication patterns and resources limit the scope of external, private consulting activities in higher education.

The Leading Edge of Corporatization in Higher Ed: For-Profit Colleges

22 A number of years ago in a meeting with Benno Schmidt, former President of Yale University and current Chair of the City University of New York Board of Trustees, I, as a member of the executive committee of the CUNY Faculty Senate, argued that a certain decision was not wise because it moved the university in a corporate direction. Chair Schmidt’s answer, “Oh, Susan, if only CUNY could be more corporate.” Since the spectacular increase in the number of students in for-pro„t colleges over the last ten years, student debt has skyrocketed (student loan debt exceeded $1 trillion in 2011), the dropout rate at forpro„ts has increased—the 6–year completion rate for B.A. students at Phoenix University is 9% (Howard Hotson, “Short Cuts,” London Review of Books, June 2, 2011), and faculty autonomy in higher education has decreased. Many more faculty serve at the will of their employers, not just at for-pro„ts, but at public and private colleges as well: in other words, without tenure, job security, shared governance, unions, or academic freedom. Increasingly curriculum decisions, driven by the market, are made by administrations and implemented by hired teachers. In for-pro„t colleges faculty are told that they are the servants of the students, who are told that they rule because they cause pro„t to be made. ˜e primary purpose of for-pro„t colleges is to make money for partners (in a privately held company) or for shareholders (in a publicly held corporation). Right now, they do that chiešy by securing federal grants or loans for student tuition, funded by taxpayers’ money, and promising their indebted students quick college degrees and good jobs. Education, if it occurs, is a by-product and not the reason for the existence of for-pro„t colleges (“Education Is the Last ˜ing on ˜eir Minds,” New York Times Editorial, May 5, 2011). Eighty-seven percent of revenue for the 14 largest for-pro„t colleges is from the GI Bill, Pell Grants, Tuition Assistance Program, and other government-backed loans paid for by taxpayers. One-third of the GI Bill goes to for-pro„ts. ˜is is a disproportionate share of federal student aid, given that for-pro„ts enroll only 12% of college students (Joe Nocera, “How to Improve on an F,” New York Times Magazine, September 16, 2011). GI Bill loans are especially sought after because they are not part of Title IV education funds, and (according to the 1988 version of the Higher Education Act) for-pro„t The Leading Edge of Corporatization in Higher Ed: For-Profit Colleges