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MODELS OF DEVELOPMENT AUTONOMY OF HIGHER EDUCATIONAL
INSTITUTIONS IN THE MANAGEMENT OF THEIR ACTIVITIES
Odinayeva Nigina Furkatovna
Bukhara State University, Department of Economics
PhD in Economics
Annotation:
The article analyzes models of development autonomy in higher educational
institutions and identifies the autonomy of their development. In particular, scientific proposals
and practical recommendations have been developed to improve the management of higher
educational institutions.
Keywords:
education, higher education, higher education institutions, development of higher
educational institutions, autonomy models, management activities of higher education.
Introduction
In most countries of the world, there are ongoing scientific discussions and the adoption of
relevant administrative-legal documents regarding various models of centralization and
decentralization of powers between higher educational institutions and the controlling authorities.
The analysis of global higher education autonomy practices allows for the distinction between
liberal, centralized, and limited autonomy models, which differ in terms of the extent of authority
granted to universities.
Liberal Model
The liberal model (United States, United Kingdom, Canada) is characterized by extensive
autonomy of higher educational institutions. The Ministry of Education and other state agencies,
as well as the management structures that oversee universities, are responsible for developing
strategic directions for higher education system development, forming parameters that enable the
achievement of these directions, and establishing general financial and academic policies.
Additionally, they monitor the use of land, buildings, and other properties belonging to
universities. In several countries, some governance functions, such as issuing professional
qualification certificates based on acquired education (for example, granting the right to engage
in certain types of professional activities through examinations), are transferred to professional
public associations. The functions related to program accreditation and final examinations can be
delegated to university associations.
Centralized Model
Within the centralized model (France, Germany, Russia), higher educational institutions are
legally considered autonomous in terms of academic, research, administrative, and financial
activities. However, university relations with the state are regulated by legislative documents,
government orders, and instructions. Despite the proclaimed autonomy, university structures,
functions, curricula, and educational programs remain under the operational control of state
educational authorities. Autonomy in this model is significantly restricted in areas such as
academic activities, financial management, organizational structure, and decision-making
methods.
Limited Autonomy Model.
In the limited autonomy model, state authorities impose restrictions
on university autonomy in the following ways:
Supervising the innovation process in higher education institutions;
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
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Actively participating in higher education management, considering its importance in
socio-economic development;
Regulating processes related to the competitiveness of skilled labor, a key factor in
industrial development.
Table 1: Characteristics of University Development Autonomy Models in Management
Activities
A
utonomy
Model
Degree of State
Regulation
Role of Public
Organizations
and Intermediary
Institutions
Forms
and
Mechanisms
of
Public Oversight
Authorities Granted
to Universities
Liberal
No interference in
strategic
goal
setting
and
implementation
Various
governance
functions
and
powers
are
delegated
Public
accountability and
transparency
mechanisms
Academic, financial-
economic,
and
structural-
administrative
autonomy
Centralized
Regulation
of
certain aspects of
academic
and
financial activities
Some governance
functions,
including
education quality
improvement
Underdeveloped
public oversight
Unequal
implementation
of
autonomy in different
areas; academic and
financial
independence
is
limited
Limited
State control over
key management
functions
No
governance
powers are granted
to
external
organizations
No
public
oversight
Restricted academic
autonomy
and
management rights
Challenges of University Autonomy
The issue of higher education autonomy involves the complex relationship between universities
and the state, university governance structures, and internal administration.
Key challenges include:
1. Balancing state regulation and university independence through the involvement of
specialized intermediary organizations and professional associations while ensuring
effective higher education governance.
2. Developing a legal framework that grants universities corporate legal entity status with
responsibilities for transparency and accountability.
3. Preserving traditional university autonomy while introducing modern governance
practices.
4. Ensuring financial transparency through regular audits, public disclosure of financial
statements, and strategic planning discussions.
5. Defining clear university models and autonomy criteria tailored to national education
systems.
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6. Balancing increased autonomy with internal governance by ensuring democratic selection
of university leaders while maintaining administrative efficiency.
The transition to a liberal autonomy model requires:
1. Shifting from operational to strategic management by setting priority goals and target
performance indicators.
2. Delegating quality assurance and accreditation functions to intermediary organizations.
3. Strengthening public and professional influence over university affairs.
4. Expanding academic freedom in shaping curricula, course content, and evaluation criteria.
5. Granting financial decision-making autonomy, while maintaining financial transparency
and accountability.
6. Improving university leadership selection processes to ensure effective governance.
Expected Outcomes of Liberal Autonomy:
Reforms in higher education governance based on a balance between centralization and
autonomy;
Clear distribution of responsibilities and decision-making powers across different
management levels;
Strengthening public and professional participation in university affairs;
Establishing a strong legal foundation for higher education governance.
A centralized model grants universities significant powers while ensuring active state
involvement in education management.
Key areas for improvement:
1. Granting leading universities the authority to modify educational standards, while
keeping state oversight in education management.
2. Simplifying financial regulations and reducing bureaucratic oversight to improve
efficiency.
3. Enhancing the legal framework to ensure universities have more governance flexibility.
A restricted autonomy model can have the following outcomes:
1. Increased efficiency in implementing state education policies.
2. Integration of universities into the state administrative structure, leading to
bureaucratization.
3. Loss of decision-making authority, resulting in governance inefficiencies.
International practice suggests that universities striving for global competitiveness should
be benchmarked against leading institutions worldwide. Countries aiming to establish world-
class universities must align their education and training systems with the skill demands of
society. However, this process should not merely replicate foreign models but should consider
the national higher education system's resources and capabilities to avoid disrupting internal
balances. In a global knowledge economy, the pursuit of world-class universities often exceeds
national needs and capacities. Therefore, efforts to enhance university autonomy should be
carefully planned to balance global standards with local realities.
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