جستجوی مقالات مرتبط با کلیدواژه « university autonomy » در نشریات گروه « علوم تربیتی »

The prerequisite for the success of higher education is the university autonomy associated with academic freedom. University autonomy is the heart of all academics in higher education institutions around the world. The laws and social conditions in which universities operate are very diverse and the relationship between government and higher education institutions can have different forms; therefore, there is no single model for all. For this reason, the characteristics of the university autonomy in a country cannot be considered for another country. The present research was aimed at understanding and explaining the lack of satisfactory university autonomy in Iran's higher education system in terms of sociology and based on Ruth Wodak approach to critical research discourse methodology. The documents and texts studied in this study included all texts and written and spoken literature on the conditions of university autonomy in Iran. The research findings showed that most of the problems of university autonomy in Iran are due to twelve reasons of sociological roots associated with organizational, academic, financial and staffing autonomy. In the final section, appropriate policy strategies planning and accountability of universities to gain more government and community credibility, simultaneous adjustment of   state political attitudes and academic attitudes toward increasing employability, revision of the traditional view and government- oriented in higher education and more emphasis on ethics and moral values ​​in higher education were proposed to revive university autonomy in Iran.

In examining and analyzing the nature of university autonomy in higher education systems, evaluation and explanation of the relationship between the two institutions of government and university is of particular importance. As the government interferes and controls the policies of higher education, the university is faced with the challenge of the autonomy of the university. The purpose of this study was to understand and explain how the power institution is present and effective on Iran's higher education. The methodology of this research is influenced by Norman Fairclough approach, "Critical Discourse Analysis". The documents and texts of this study consist of all texts and written and spoken literature on the conditions of university autonomy in Iran. Given the discursive analysis approach, the practical way of collecting data is to review documents. The findings of the research show that the state institution influences all four types of university autonomy in Iran's higher education system through its significant factors. These factors are classified and categorized into three categories: "regulatory and control", "administrative and legal", and "financial and educational". Based on the findings of this study, the demands of the trade union and the efforts of the scientific community to overcome the current policies and procedures of exercising power by the state institution on academic autonomy in Iran are strongly suggested. In addition, "moderating political attitudes," "revising the traditional and state-based view on higher education governance," and "efforts to revive university autonomy", are three main strategies for restoring university autonomy in Iran.

One of the areas of development in higher education is the move towards benefiting from the third-generation university systems. Accordingly, the main purpose of this study was to explain the characteristics of a third generation university and to examine their achievement from point of view of administrators and faculty members at Shahid Bahonar University of Kerman. The current study was a qualitative and descriptive survey research design.  The population was comprised all administrators and faculty members at Shahid Bahonar University of Kerman (N=629). Fifteen individuals were selected through purposive sampling method for interviews. The categorizing method was used for data analysis. Results showed that from interviewees’ point of views, the five main characteristics of the third generation university included skill training, entrepreneurship, inclusive autonomy, interaction between university and the society, and creativity and idea production. The founding also indicated that the university should consider characteristics such as establishment of entrepreneurial thinking, political and economic autonomy, cooperation with industry and society, supporting knowledge based enterprises and increasing academic sabbatical, and updating activities. Results showed that none of the characteristics of a third generation university is fully integrated in Shahid Bahonar University of Kerman and it could be said that this university is still in the first generation (knowledge-based) or at the transition to the second-generation university (research-based). However, in some of the characteristics, including the attribute of the university-based network and interdisciplinary and interdisciplinary research is somewhat closer to the third-generation university and it is weak in other characteristics such as autonomy, utilization of knowledge and internationalization.

Determining an appropriate level of institutional autonomy of universities is the main issue for universities and higher education in Iran. The purpose of this study was to determine the effective outstanding characteristics of institutional autonomy in public universities affiliated with Ministry of Science، Research and Technology by evaluating attitudes of certain Iranian higher education constituencies. In addition to a questionnaire for data collection، legal documents were also investigated. In this descriptive study، 35 components of university institutional autonomy which was introduced by Anderson and Johnson were used. A review of rules and regulations showed that Iran’s public universities have autonomy in 8 components. Moreover، constituencies groups demanded autonomy in 16 additional components. These 24 components are in the «substantial autonomy» and «procedural autonomy» areas. Applying these results alters the governance of public universities in Iran from «state control» model to «state supervision» model and makes them more agile in their internal and external competitive environments.

This descriptive and exploratory study is an attempt to recognize the salient features of autonomy in the Iranian public universities affiliated with the Ministry of Science, Research and Technology. Data collection was through triangulation which is examining the legal documents, interviews and questionnaires. The sample consists of experts (education, higher education management, public Administration) and senior managers in Iranian higher education system. The results show a significant intervention of the state in seven areas of university autonomy, with the first one being the least affected: (1) the area of Research and Publication, (2) Curriculum and Teaching, (3) Academic Standards, (4) Staff, (5) Governance, (6) Administration and Finance, (7) Students, while the government intervention in these areas was assessed as being too much. Also, research findings indicate that the most important factor in running Iranian universities is among the academic authority, political decisions, administrative regulations and market, are administrative regulations and Iranian university autonomy is mostly “Procedural” rather than “Substantive”.