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8/3/2019 Institutional Autonomy and Diversity In Higher Education
1/22
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INSTITUTIONAL AUTONOMY and DIVERSITYin HIGHER EDUCATION
STN ERGDERPROFESSOR EMERITUS AT SABANCI UNIVERSITYIstanbul, Turkey
PRESIDENT, MAGNA CHARTA OBSERVATORYBologna, Italy
1st Global Convention of UNESCO Chairs on HigherEducation
Diversification and Differentiation ofHigher EducationDubrovnikCroatiaOctober 14, 2011
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A Magna Charta Perspective:Institutional Autonomy and Diversity
A Historical look at institutional autonomyand its significance for higher education.
Will trace contemporary developments.Thoughts on impact on our institutions and
institutional autonomy.
An analysis of challengesExperiences as Rector of Bogazici
University, Istanbul, Turkey.
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THE UNIVERSITY: ONE OF THE OLDESTINSTITUTIONS IN THE WORLD
Clark Kerr, The Uses of the University. Harvard UniversityPress, Boston, 1963. p.115.
Abouteighty-five institutions in the Western worldestablished by1520still existin recognizable forms,with similar functions and with unbroken histories,including the Catholic church, the Parliaments of theIsle of Man, of Iceland, and of Great Britain, several
Swiss Cantons, andseventy universities. Kings thatrule, feudal lords with vassals, and guilds withmonopolies are all gone. These seventy universities,however, are still in the same locations with some of thesame buildings, with professors and students doing muchthe same things, and with governance carried on in much
the same ways.
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CENTRAL IMPORTANCE OF ACADEMIC FREEDOM ANDINSTITUTONAL AUTONOMY FOR THE IDEA OF
UNIVERSITY
The main idea behind the Humboldtian concept of university is thatsociety needs institutions dedicated to the search for truth andunderstanding where scholars and students work togetherin thepursuit of knowledge. (W. V. Humboldt, On the Spirit and theOrganizational Framework of Intellectual Institutions in Berlin.
Minerva, 1970
Michael Oakeshott in his Idea of a Universityemphasizes thecommunitarian aspects of learning: What distinguishes a universityis a special manner of engaging in the pursuit of learning. It is a
corporate body of scholars, each devoted to a particular branch oflearning: What is characteristic is thepursuit of learning as a co-operative exercise.
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MAGNA CHARTA UNIVERSITATUM:Fundamental Principles (1 and 2)
1. The university is an autonomous institution at the heart ofsocieties differently organized because of geography andhistorical heritage; it produces, examines, appraises andhands down culture by research and teaching. To meet theneeds of the world around it, its research and teaching must
be morally and intellectually independent of all politicalauthority and economic power.
1. Teaching and research in universities must be inseparable iftheir tuition is not to lag behind changing needs, the demands
of society, and advances in scientific knowledge.
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MAGNA CHARTA UNIVERSITATUM:Fundamental Principles (3)
3. Freedom in research and training is the fundamentalprinciple of university life, and governments anduniversities, each as far as in them lies, must ensurerespect for this fundamental requirement. Rejecting
intolerance and always open to dialogue, the universityis an ideal meeting ground for teachers capable ofimparting their knowledge and well equipped to developit by research and innovation, and for students entitled,and able and willing to enrich their minds with that
knowledge.
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MAGNA CHARTA UNIVERSITATUM:Fundamental Principles (4)
4. A university is the trustee of the Europeanhumanist tradition; its constant care is toattain universal knowledge; to fulfill its
vocation it transcends geographic andpolitical frontiers, and affirms the vitalneed for different cultures to know and
influence each other.
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ACADEMIC FREEDOM AND INSTITUTONALAUTONOMY OFTEN CONFUSED
Academic freedom and university autonomy areconcepts that have evolved hand-in-hand overcenturies in a mutually reinforcing fashion.
But they are not identical: Academic freedom is a personal privilege accorded to
faculty members. University autonomy, on the other hand, is an
institutional privilege.
At times they may be in conflict
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EMERGENCE OF NATION STATE
The external authority also acted as an agent orchannel foraccountability. The various charters, bulls and edicts it issued alsoserved as a licensing, accreditation and quality assurancemechanism.
From the 19th century on, the external authority became the
nation-state. Scott estimates that of the 1,854 universities founded between
1200 and 1985, three quarters were established since 1900, and1,101 were founded between 1950 and 1985. Thus, the modernuniversity, especially the modern higher education system is acreation ofthe nation state. P. Scott (ed.) The Globalization of
Higher Education. Buckingham, UK: Open University Press, 1988. No wonder: Mostly European universities and academics feel
comfortable under the protective shelf of the state.
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Globalization
Decolonization first and globalization second has had a phenomenalimpact on the growth of the higher education sector.
According to International Journal of Scientometrics, infometricsand bibliometrics, total number of universities in the world is nowestimated to be17036. (www.webometrics.info/methodology.html ).
This figure may be debatable according to how one defines auniversity.
Yet, it is an indicator that we are faced with a completely newparadigm where the number of universities has dramatically goneup in the world.
With numbers you also get diversity and differentiation.
http://www.webometrics.info/methodology.htmlhttp://www.webometrics.info/methodology.html8/3/2019 Institutional Autonomy and Diversity In Higher Education
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UNIVERSITY AUTONOMYAND THE CHANGING ROLE OF THE
STATE Before the mid 1980s
Regulatory state: Prescribes through input controls Trust based funding regimes (Sverker Srling,
Funding Diversity in Higher Education Policy(2007:20). In the global knowledge economy: Performance Based
Funding and the Rise of the Audit Society(Srlin) Evaluative state: evaluates outcomes and outputs
Emergence of national and supranational agencies ofquality and accreditation. Accountability becomes the third and complementary
concept to academic freedom and institutional autonomy.
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NEW ACTORS/AGENTS IN UNIVERSITYAUTONOMY AND ACCOUNTABILITY
International quality assurance networks such asENQA/EQAR, INQAAHE
National accreditation agencies playing and international
role (ABET) OECD-UNESCO guidelines
Bologna Process
GATS (General Agreement on Trade and Services)
Magna Charta Observatory (MCO) as a watchdog ofacademic freedom and institutional autonomy Gather information, express opinions and prepare documents relating to
the respect for, protection and promotion of, the fundamental universityvalues and rights laid out in the Magna Charta Universitatum
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TRADITIONAL UNIVERSITY AUTONOMY:Freedom from (State) Interference
Who will teach?
Who will be taught?
What will be taught?
Who will be awarded degrees? What will be researched?
Almost no emphasis on financial matters:
Freedom to (strategic planning, mission and vision)
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OECD IDENTIFIES EIGHT CRITERIAOECD, Education Policy Analysis 2003 .Chapter on CHANGING PATTERNS OF
GOVERNANCE IN HIGHER EDUCATION
Ownership of property: buildings and grounds
Ability to borrow and spend
Ability to make budgets and spend according to strategicgoals.
To be able to make your academic design and set coursestructure
Hiring and firing of academic and administrativepersonnel.
Determining salaries.
Deciding on student intake
Setting tuition for students
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RECENT EUA STUDY TO TAKE STOCKOF UNIVERSITY AUTONOMY IN EUROPE
Thomas Estermann and Terhi Nokkola, Unversity in Europe. An Exploratory
Study.
Organizational Autonomy Internal Academic
Structures
Governing Bodies Executive leadership
Financial Autonomy Funding Framework
Funding Capacity
Staffing Autonomy Recruitment of staff
Civil servant status
Academic Autonomy Institutional Strategy
Academic Profile
Degree Programmes Student admission
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MAJOR DEVELOPMENTS/CHALLENGES IMPACTINGTHE GLOBAL HIGHER EDUCATION AGENDA:
DIVERSITY?
Increasing demand and massification of higher education
Demographic shift population explosion versus aging
Non-traditional students
The rise of market forces
Impact of technology on our societies and universities being asked to leadin technology development
New providers, private institutions and increasing competition
Internationalization in response to globalization
Universities in the service of society
Decline in public spending and a corresponding need for income generation
Fund raising
Diffusion of lay governance : Burton Clark and his concept ofCreatingEntrepreneurial University
Rise of lay governance in some European countries.
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A Paradigmatic Change:The Growing Diversity of Universities
(Hans van Ginkel calls it Copernican Change)
Are universities anymore in the safe cocoon of the nationalsystems?
Increasingly, universities must rely on their own in a highlycompetitive world (beyond the nation state)
Especially for funding research and high quality teaching Setting of missions in a highly competitive and diversified environment
Whatis the responsibility of the State?
Bottom line is to regulate (1) supply, (2) access and (3) quality???
Dimensions of diversity in higher education: Teaching Research Both
Specialization Universities
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Changes in the Role and Place ofthe University:
The Diversification of Higher Education
Hans van Ginkels forecast:
1. The tasks of a University will concentrate heavily onguiding and combining flows of knowledge;
2. In contrast: higher education institutions will developtheir own (fundamental/basic) research to a lesserextent;
3. A new concept of education is emerging: content in theinitial formative stage will be more general and learningwill be continued throughout ones entire life.
4. The number and diversity of higher educationinstitutions will grow rapidly!
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What Universities Should Do:Initiatives to Improve Education
and Research
Develop specific missions both in research and
teaching. Can we be all encompassing? An important case study from Turkey: Sabanc
University An interdisciplinary academic design
Emphasis on applied research and university industryrelations
Internationalization both in research and teaching.
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CHALLENGES?
Preserving the integrity and the autonomy of the university. Research Ethical values Malpractice
Income generation and losing sight of basic values Intrusive quality processes
Reconciling managerial efficiency with collegialism. A distinct type of executive leadership: Burton Clarks
academic core.Burton R. Clark, Sustaining Change inUniversities. New York: Open University Press, 2004.
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Is Diversity a Threat to InstitutionalAutonomy and Academic Freedom?
Multiple sources of funding.
Strategic planning dictating top heavy executiveleadership as a mode of governance.
Running after money may hurt the essence offree inquiry.
End of collegialism?
Yet, I see it as an opportunity to enhanceautonomy.
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Importance of the Magna ChartaObservatory
Act as a repository of the idea
Monitor and keep values on the agenda ofhigher education
Network with other international organizations Publications
Participate in conferences
Be a part of reform efforts in different parts of theworld
Recommended