Assessment of institutional autonomy of higher education institutions: methodical approach

Rayevnyeva, Olena; Aksonova, Iryna; Ostapenko, Viktoriia

doi:10.21511/kpm.02(1).2018.07

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…HEIs are distinctive because of their multifaceted aims; restricted measurability of results; autonomy and dependence on society; dispersed authority structures; and internal fragmentation. HEIs differ from business models, however, due to their distinct decision-making processes, wherein each executive member can make independent decisions (Pollock et al, 2004;Heiskanen et al, 2000;Rayevnyeva et al, 2018;Knobel, 2021). Owing to their looselyconnected and autonomous administrative and academic components, HEIs are therefore more resistant to change than businesses (Gates, 2004).…”

Section: Erps In Higher Education Institutionsmentioning

confidence: 99%

ERPs in Higher Education Institutions: Motivations, Challenges, and Success Factors

Alhazmi¹,

Alsakkaf²,

Motahar³

et al. 2023

JST

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Enterprise Resource Planning Systems (ERPs) are of vital importance to all institutions, especially those involved in higher education (HEIs). However, the level of their implementation among these institutions has shown poor results. Currently, higher education institutions in Malaysia have yet to explore factors leading to the successful implementation of ERPs. There is a lack of research on ERP systems implemented in HEIs, especially regarding their success factors. As such, a literature review was conducted on ERPs in higher education institutions, discussing the advantages of different systems; their obstacles to implementation; and their success factors in HEIs. This review concluded with two theories by which to define the most critical and impactful factors to these systems' success. It is hoped that this review will help HEIs to understand the factors that might lead to the successful implementation of ERPs. In addition, implementing ERPs successfully in higher education will help develop a global competitive advantage, as well as affect the satisfaction levels of stakeholders in HEIs. Whilst investments in ERP systems by modern organisations are becoming increasingly common – especially amongst higher education institutions - the lack of previous empirical research in this environment has neglected the potential benefits of these systems.

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Section: Erps In Higher Education Institutionsmentioning

confidence: 99%

ERPs in Higher Education Institutions: Motivations, Challenges, and Success Factors

Alhazmi¹,

Alsakkaf²,

Motahar³

et al. 2023

JST

View full text Add to dashboard Cite

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“…Domestic scientists consider the following: the concept (L. Gusak, L. Martirosyan [7]) and models (L. Antonyuk, N. Vasilkova, D. Ilnytsky, A. Pavlenko [9], O. Rayevnyeva, O. Brovko [19], O. Verdenhof, I. Kalenyuk, L. Tsymbal [5], etc.) of university autonomy; the principles and distinctive features of university autonomy (by country) (I. Aksonova [2]); and methodological approaches to its evaluation (O. Rayevnyeva, I. Aksonova, V. Ostapenko [43]; V. Ambarchyan [3]; O. Morgulets [15], etc. ); the evolution of university autonomy and the development of academic freedom, with the definition of its inherent characteristics for each stage (proposed by O. Rayevnyeva and K. Stryzhychenko [20], with further study of the hypothesis of increasing university autonomy (using evolutionary and cluster analysis (V. Ponomarenko, O. Rayevnyeva, K. Stryzhychenko [42]).…”

Section: економіка освіта і наукаmentioning

confidence: 99%

The Instrumentarium for External Assessment of Autonomous Innovative Universities and Their Effectiveness

Bilokonenko¹,

Yermachenko²

2021

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The article is aimed at studying the potential of the Autonomy Scorecard instrumentarium (based on the EUA methodology), the world ranking methodologies for assessment of autonomous, innovatively active universities and their effectiveness. The relevance of the research is increasing due to the transition to a new generation university with a change in models (from the academic model (University 1.0) to an innovatively active research model (University 2.0) and an innovatively active model of entrepreneurial university (University 3.0). As a result of the study, 1) the features and limitations of the assessment of the components of university autonomy of the innovatively active research and entrepreneurial universities using the Autonomy Scorecard instrumentarium (based on the EUA methodology) are defined and systematized; 2) an in-depth analysis is carried out and recommendations on the possibilities and/or limitations of both the academic and the independent ratings for evaluating the effectiveness of autonomous, innovatively active universities are provided. The next steps of research are: 1) development of a system of indicators of autonomy of university, which will take into account the peculiarities of the activities of innovatively active research and entrepreneurial universities; 2) taking into account the components of academic freedom (according to the AFi index) in the external assessment of the effectiveness of autonomous, innovatively active universities.

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Models of University Autonomy in Eu Countries: Comparative Analysis

Bulvinska

2024

Continuing Professional Education: Theory and Practice

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The article is devoted to justifying the classification of models of university autonomy based on their comparative analysis. It is emphasized that education functions as a systemic element in the social structure, which is embedded in connections and coordination with other social actors, in particular with state power and the market. It is noted that university autonomy is the authority of a higher education institution to determine its own goals and programs, as well as the means to achieve them; autonomy, independence and responsibility in making decisions regarding one's own development. It is emphasized that the degree of university autonomy is correlated with the country's political and administrative system, economic development and cultural traditions, historical and ideological context, axiological orientation of society, traditional role of higher education institutions. On the basis of a comparative analysis of common features and specifics of models of university autonomy, the author's classification is substantiated depending on three fundamental factors: relations between state authorities and universities; internal organizational and management structure of universities; as well as generalization of cases of certain national systems of higher education or groups of countries united by historical and regional features. It is emphasized that the most relevant is the classification of models of university autonomy, which takes into account not only the relationship between state control and university autonomy and the peculiarities of intra-university management, but also the administrative and financial system of the state, financial support of higher education, etc.

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Assessment of institutional autonomy of higher education institutions: methodical approach

Cited by 4 publications

References 3 publications

ERPs in Higher Education Institutions: Motivations, Challenges, and Success Factors

ERPs in Higher Education Institutions: Motivations, Challenges, and Success Factors

The Instrumentarium for External Assessment of Autonomous Innovative Universities and Their Effectiveness

Models of University Autonomy in Eu Countries: Comparative Analysis

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