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Descriptors:
Academic Freedom; College Faculty; Gender Discrimination; Anthropology; Tenure; Equal Opportunities (Jobs); Females; Court Litigation; Inquiry; Institutional Autonomy; Departments; Educational History; Universities

Abstract:
In 1974, Brown University's Department of Anthropology denied tenure to assistant professor Louise Lamphere. Convinced that her dismissal was the product of sex discrimination, Lamphere filed suit against Brown. Lamphere and three other female scholars who joined her suit successfully pressed Brown into an out-of-court settlement in 1977. Significantly, the settlement required Brown not only to provide redress to the plaintiffs but also to take sweeping action in rectifying its faculty's inequitable gender ratio. While Lamphere's case marked a rare victory for academic women in the male preserve of the Ivy League, this study concerns the bearing of the lawsuit on academic freedom. It argues that academic freedom entails two interlocking principles: freedom of inquiry and departmental autonomy. Lamphere emphasised the former while Brown advocated the latter. Ultimately, the Lamphere case illustrates how academic freedom loses its efficacy when freedom of inquiry and departmental autonomy are decoupled. (Contains 97 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Indicators; Public Schools; Foreign Countries; Educational Change; Institutional Autonomy; Case Studies; Decision Making; Educational Policy; Administrative Organization

Abstract:
As governments strive to improve outcomes in education, and respond to the needs of an ever more diverse population, autonomy has gained increased prominence in national and international spheres. In the context of education, autonomy refers to the decision-making capacity of a school, and to the manner and areas over which those decisions can be made. In this case study of the Spanish education system and policies, we examine the level of autonomy of public schools, producing insights applicable far beyond this country. We conduct a scrutiny of Constitutional, regulative, and international frameworks, as well as an examination of the latest figures from Organisation for Economic Co-operation and Development education indicators (with special focus on Spain and the United States). The data that emerges suggests that despite general declarations of autonomy, schools are granted very little decision-making capacity in practice. Regional decentralization of the system has not translated to the delegation of enough competences to schools, particularly in the areas of personal and resource management. (Contains 3 figures and 13 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Educational Change; Administrators; College Administration; Case Studies; Institutional Autonomy; Student Evaluation; Student Placement; English Curriculum; Mathematics Curriculum; Grade Point Average; Writing Tests; Academic Standards; Prediction

Abstract:
This practitioner packet is designed to help community college administrators implement reforms to developmental education at their colleges. It reviews common impediments to developmental reform and presents data that supports directions colleges can take to create a system of developmental education that might serve students more effectively. Included in the packet is a Research Overview that synthesizes data from CCRC studies of developmental education and describes three case studies; FAQs About CCRC's Assessment Validity Studies, which addresses effective placement practices; and a PowerPoint presentation of key data points that can help guide discussions with stakeholders. (Contains 12 sources and 23 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Comparative Education; Public Sector; Higher Education; Stakeholders; Government Role; Commercialization; Role of Education; Educational History; Private Colleges; Equal Education; Public Policy; Educational Policy; Policy Analysis; Policy Formation; Educational Change; International Education; Politics of Education; Government School Relationship; Governance; Institutional Autonomy

Abstract:
The relationship between the state and higher education institutions has always been a complex one. The "state" itself in this context is a heterogeneous mix of elite people--bureaucrats, politicians, committees of co-opted academics and business leader--and it increasingly faces pressures from diverse stakeholders, including students (themselves an increasingly diverse community), staff, families, employers and businesses (local, regional and multinational). This volume explores the rapidly evolving relationship between the state and higher education in Europe and in East Asia through a combination of empirical studies, secondary analyses and personal observations from many of the leading scholars in the field of comparative education studies. A scenario emerges where the state seeks to encourage stakeholder influence, while, at the same time, acts to moderate such influence in order to ensure that wider objectives are satisfied; markets are controlled, elements of demand and supply are manipulated and funding is targeted to meet particular policy priorities through a model that is described as "controlled stakeholder steering" which offers a new explanation of the relationship between the state and higher education, certainly in the countries addressed in this book. Contents include: (1) The State and Higher Education Institutions: new pressures, new relationships and new tensions (John Taylor); (2) The Changing Roles of the State and the Market in Japanese, Korean and British Higher Education: lessons for continental Europe? (Roger Goodman); (3) Universities, the State and Geography: perspectives from the United Kingdom and Japan (Fumi Kitagawa); (4) State-Academy Relations in the United Kingdom, 1960-2010 (Ivor Crewe); (5) United Kingdom Higher Education and the Binary Dilemma: whatever happened to public sector higher education? (David Watson); (6) What Japan Tells us about the State and the Future of Higher Education in France (Christian Galan); (7) German Higher Education and the State: a critical appraisal in the light of post-Bologna reforms (Hubert Ertl); (8) Reforming Italian Universities: dynamic conservatism and policy change, 1989-2010 (Paola Mattei); (9) Japanese Higher Education and the State in Transition (Motohisa Kaneko); (10) The State and Private Higher Education in Japan: the end of egalitarian policy? (Aya Yoshida); (11) The State's Role and Quasi-Market in Higher Education: Japan's trilemma (Takehiko Kariya); (12) The (Un)changing Relationship between the State and Higher Education in South Korea: some surprising continuities (Terri Kim); and (13) Afterword (Ronald Dore). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Change; Institutional Autonomy; Performance; Public Policy; Social Action; Government School Relationship; Foreign Countries

Abstract:
The main aim of this article is to contribute to the understanding of organizational autonomy and control in higher education reform and related expectations as regards the performance of universities. Our analyses draws on principal-agent models as a normative theory of policy reform, and institutionalist approaches in public policy and institutional design as an analytical theory of policy reform. We discuss how the dominant narrative of political reform moves away from traditional beliefs in university autonomy that are built on institutional trust and linked to professional autonomy. In the emerging narrative of political change, autonomy becomes re-defined as the "new organizational autonomy" of universities as both strategic actors and as an addressee of governmental control. The concept of "regulatory autonomy" captures the use of organizational autonomy of universities as a tool of a new regime of governmental control. Exemplified by the Dutch case, we analyze autonomy policies for strengthening managerial discretion and internal control of universities that are combined with regulatory policies for external control that steer organizational choices. Regulatory autonomy thus aims at aligning universities more closely with governmental goals and improve respective performance. Our literature review shows, however, that there is scarce, inconclusive and methodologically problematic evidence for a link between "organizational autonomy and performance". We point at promising avenues for further research on autonomy and performance as two core concepts in the contemporary higher education debate. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Higher Education; Stakeholders; Administrators; Rhetoric; Educational Change; Foreign Countries; Neoliberalism; Ideology; Lifelong Learning; Accountability; Institutional Autonomy; Administrative Organization; Efficiency; Educational Finance; Democratic Values; Skill Development; Educational Opportunities

Abstract:
In the last few years, radical neo-liberal reforms have been introduced in the Greek Higher Education sector. The new "reforms" challenge the traditionally high autonomy of Higher Education (HE) institutions in matters of administrative regulations, study structures, assessment of students and teachers. The new rhetoric of the Greek government is based, on one hand, on a neoliberal ideology which emphasises "decentralisation of decision-making", "consumerism", "accountability" and "efficiency" in HE. On the other hand, it employs a post-modern discourse, which emphasises the multiple identities that individuals carry with them, denies "grand narratives" and promotes a continuous "upgrading" of knowledge and skills through the creation of Life-long Learning (LLL) opportunities. This paper will examine how the configuration of the specific rhetoric is being constantly re-contextualised and supported by the policy makers, highlighting the importance of the immensely "centralist" Greek State, which is assuming a "regulatory" role, but only when it deals with "structures" and "legal framework" and not when it comes to safeguarding the--constitutionally prescribed--"free" character of HE by providing the necessary funding, or when it comes to matters of upholding democratic participation by giving power to the various stakeholders of the academic institutions (faculty, students, administrative personnel). It will also stress issues arising from the globalization of educational policy-making and of the homogenisation of assessment practices in HE (e.g. the so-called common "European Higher Education Area"). Additionally, the paper will link the new post-modern rhetoric of individual "choice" and "emancipation" to global needs of capitalist production, which has witnessed a tremendous transformation in recent decades and is currently in the midst of a financial and fiscal turmoil. In connection to this, the recent austerity measures imposed from March 2010 will be commented upon and possible future consequences on HE structures will be suggested. (Contains 7 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Governance; Sciences; Science Education; Educational Policy; Policy Analysis; Educational Change; Program Implementation; Administrative Organization; Institutional Autonomy; Educational Environment; College Administration; Public Policy

Abstract:
Despite major changes in the governance of universities overtly intended to transform them into authoritatively integrated collectivities, the extent of their organisational actorhood remains quite limited and varied between OECD countries. This is because of inherent limitations to the managerial direction and control of research and teaching activities in public science systems as well as considerable variations in how governance changes are being implemented in different kinds of states. Four ideal types of university can be distinguished in terms of their strategic and operational autonomy and capability: Hollow, State-contracted, State-chartered and Private-portfolio. These become established under different proximate and background conditions such that relatively high levels of organisational actorhood are unlikely to be achieved in many OECD countries without major shifts in state structures and policies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Educational Administration; Foreign Countries; Accountability; Institutional Autonomy; Educational Policy; Educational Practices; Fundamental Concepts; Politics of Education; Governance; Educational Change; Educational Strategies; Position Papers; Conference Papers; Educational History; Intellectual History

Abstract:
In 1975, the fourth Annual Conference of the British Educational Administration Society (BEAS, now BELMAS) had as its theme "Autonomy and Accountability in Educational Administration". In their concluding comments, the editors of the published Proceedings wrote: "Our concern has been with accountability and autonomy, not as alternatives, but as significant and meaningful concepts which need to be better understood in relation to each other, having regard to specific organisational settings." This is the same connection that the then newly installed coalition government made 35 years later in their 2010 schools White Paper, a major policy document. The emphasis on this theme had persisted and indeed grown sharply during the intervening period. This trajectory is outlined in the article but its main purpose is to analyse the forces underlying what has become a preoccupation in English schools policy, making some reference to international evidence and practice. It is argued that the last six words of the quotation above from the 1975 editors' conclusion, "having regard to specific organisational settings", were particularly significant and are highly relevant to an explanation of the staying power of these concepts. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music Education; Musicians; Foreign Countries; Cultural Pluralism; Public Schools; Equal Education; Institutional Autonomy; Musical Instruments; Multicultural Education; Stereotypes; Academic Freedom; Educational Philosophy; Culturally Relevant Education; Singing

Abstract:
Publicly funded schools are supposed to serve everyone equally in egalitarian, liberal democracies. In this paper we claim that school music ensembles fail, on the whole, to adequately reflect current socio-demographic patterns in both Canada and the United States. From a postcolonial perspective we attempt to problematize, with reference to political philosophy and educational theory, some of the fundamental issues of representation, autonomy, essentialism, and freedom as they relate to school music ensembles. (Contains 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Community Colleges; Educational Change; College Administration; College Planning; Governmental Structure; Statewide Planning; State Action; State Standards; Success; Educational Practices; Intervention; Change Strategies; Institutional Autonomy; Educational Innovation; Trend Analysis; Educational Development; Educational Improvement; Improvement Programs; Participative Decision Making; Leadership Styles

Abstract:
As the student success movement has come of age at America's community colleges, much effort has gone into state-level reforms coupled with college-level efforts, on the theory that relying on individual institutions alone to bring change at scale across states and the nation will take too long and cost too much. But if centralized authority is essential, the student success agenda is in peril. Most states exercise little direct control over their community colleges, instead delegating authority to local and county government. That is why Michigan--the quintessential "non-system" state--is of such great interest. Its 28 community colleges enjoy complete administrative independence, lacking even a state higher education executive officer to whom reports would be formally submitted. Perhaps the most important driver of Michigan's commitment to student success has been Achieving the Dream, a national nonprofit leading the nation's most comprehensive nongovernmental reform network for student success in higher education history. This is the story of how seven Michigan colleges that joined Achieving the Dream in its early years sought to realize the promise of student success in their classrooms, and how their hard-won lessons influenced peers and gelled into strategic statewide actions with support from the Michigan Community College Association. (Contains 2 tables, 3 figures and 6 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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