In order for higher education institutions (HEIs) to be more effective and efficient, which caused changes in the governance system, states all over the globe have recently been changing their steering mechanisms from input oriented to output and outcome oriented; from ex ante to ex post; from controlling to supervising (Ziegele, 2008). In so doing, states provide HEIs with substantial autonomy so as to make them autonomous to make decisions in various aspects of the spectrum. However, since they are not operating in a vacuum, states require them to be accountable to the government/tax payers and/or other stakeholders in which they are dependent on. They are required to show concrete results for the resources they use. These autonomy and accountability are the main issues that constitute the state-HEIs relationships. Nonetheless, the balance of autonomy and accountability and its extent are unclear among the different stakeholders of HEIs (Fielden, 2008; Saint, W., & Lao, C., 2009; Tremblay, K., Basri, E., & Arnal, E. 2008). As HEIs are resource dependent with the external environment, especially with the government, their relationships in terms of autonomy …show more content…
As part of the reform the government granted a considerable autonomy to HEIs. With due consideration of efficiency and effectiveness, as well as transparency, fairness, and accountability, the higher education proclamation in 2003 and later on the revised proclamation in 2009 conferred autonomy to HEIs to develop curricula, administer personnel, finances, internal organization, create linkages with national and International (governmental or non-governmental) organizations, etcetera. Also, the proclamation put them accountable for the autonomy they are given (Federal Negarit Gazeta, 2003; Federal Negarit Gazeta, 2009). Nevertheless, the rhetoric related to the HEIs’ autonomy and accountability and the practice on the ground are not
Baldridge, J.V., Curtis, D.V., Ecker, G.P., & Riley, G.L. (1977). Alternative models of governance in higher education. In G.L. Riley and J.V. Baldridge. Governing academic organization. Berkeley, CA: McCutchan Publishing.
The 19th century set the stage for different policies that lead to the extending of America’s power, which is defined as imperialism. Imperialism started for different reasons like the Americans wanting the U.S. to expand or explore the unknown land, or even some feared existing resources in U.S. might eventually dry up. The reason imperialism started doesn’t really matter, but more of what it caused. Imperialism lead to Cuban assistance, the addition of Hawaii and Alaska to America, and Yellow Journalism.
The Complex Structure of Higher Education. The university is a complex organization. Baldridge, Curtis, Ecker and Riley (1982) found that colleges and universities have characteristics that distinguish them from private enterprises as well as other government organizations. They describe the higher education environment as one where resources allow individuals within the organization room to grow in different directions without the tight restraints seen in other types of environments. They go on to describe the role of the president and other university leaders as catalysts or facilitators rather than the “my way or the highway” mentality of some private CEOs. Baldridge et al. describe this environment as “organized anarchy” where this facilitation role, also described as collegial decision making, leads to an environment where decisions “happen” rather than are “made.” Politically, this environment tends to be mostly inactive with very fluid, fragmented participation. The president assumes the role as “first among equals”, a mediator between power blocs on campus. This is very different in all but a few private corporations.
The Declaration of Independence, written by Thomas Jefferson (with the help of Benjamin Franklin, John Adams, as well as many others), was signed on July 1st, 1776 in Philadelphia. Thomas Jefferson wrote the Declaration of Independence to appeal to the British Parliament and King and explain why the American Colonies wanted independence from England. Thomas Jefferson and the other delegates from the Second Continental Congress agreed that, “all men are created equal, that they are endowed by their creator certain unalienable rights” (p. 112) which became the base for nearly all of the points made in the document. Logical and emotional statements were used throughout the document to make impactful statements that would convince the audience of the seriousness of the matters they were presenting.
In “Autonomy and Benevolent Lies” Thomas Hill presents the case of benevolent lies and if they are morally troublesome. Philosophers have been debating the moral difference between a malicious lie, told in order to hurt people, and a benevolent lie. According to Hill benevolent lies are “intended to benefit the person deceived, for no ulterior motives, and they actually succeed in giving comfort without causing main” (Thomas E. Hill). Many argue that benevolent lies are no different from a malicious lie because telling a lie is morally wrong. Others argue benevolent lies and malicious lies differ because of the deliberate intentions. Hill provides the reader with three cases of a benevolent lies. The three cases he presents are the possible suicide of a student which a Professor lies to the student’s mother, the
The biggest question or dispute regarding the cost of higher education is finding the appropriate monetary and economical equation to determine the percentage of personal and public responsibility. The above debate has been in question since the 1800’s when Thomas Jefferson stated; "I think by far the most important bill in our whole code is that for the diffusion of knowledge among the people. No other sure foundation can be devised, for the preservation of freedom and happiness ”. Those important words that called attention to the importance of having an educated citizenry in order to preserve democracy are until this day, words by which legislator...
Autonomy is defined by dictionary reference as the state or quality of self-governing, also known as th...
The United States rests upon a foundation of freedom, where its citizens can enjoy many civil liberties as the result of decades of colonial struggles. However, African Americans did not achieve freedom concurrently with whites, revealing a contradiction within the “nation of liberty”. It has been stated that "For whites, freedom, no matter how defined, was a given, a birthright to be defended. For African Americans, it was an open-ended process, a transformation of every aspect of their lives and of the society and culture that had sustained slavery in the first place." African Americans gained freedom through the changing economic nature of slavery and historical events like the Haitian Revolution policies, whereas whites received freedom
America the Country of the people, the land of the free where everyone is entitled rights and responsibilities that are vital in order to preserve their nations democratic government. The freedom to pursue life, liberty, and happiness, Respect the rights, beliefs, and opinions of others, and also the freedom to express oneself. Those are just to name a few. Each of these has an importance in their government in order to maintain a vigorous nation.
Can the critique of the project of neutralizing the functioning of the law be consistent with a project of political autonomy? To discuss the question stated in the essay subject, one should first think what the political autonomy is. Autonomy itself is quite a broad philosophical concept and when referred to an individual, basically means an ability to live accordingly to one’s own beliefs and follow one’s own reason, will, motives, etc. The whole notion of autonomy comes from ancient Greece and literally means self-governance.
Lake, P. F. (2013). The rights and responsibilities of the modern university: Who assumes the
This competence refers to the capacity to transform ideas into actions, which means acquiring awareness of a situation and opting with one´s own criteria and implementing those initiatives necessary to develop the option chosen and assume responsibility for it, both in a personal and the social or professional sphere. The decisions that provoke reflection upon learning itself favour autonomy. Students are going to understand how their own autonomy and personal initiative often involve other people. This competence makes necessary social skills in order to relate, cooperate and work in a team: putting oneself in another´s place, valuing the ideas of others, dialogue and negotiation, the necessary assertiveness to let others know of one´s own
Moral ethics is the belief that all human beings are born to know right from wrong. We come into this world as good people, but the temptations and challenges in life influence our mind set to as it will. Every person on Earth chooses if they’re to follow through with their life of good or go down the path of bad. “A person’s moral ethics” (unknown.)
What is ideology? How can it help us understand media? Use academic literature to support your argument.
Free education allows everyone to study but with low intensity or levels of education. For example, governments with low incomes would not have enough money to employ professional teachers or provide students with all the technological equipment necessary in their studies; it is too expensive. In addition, with free education, the number of students will be impressive. It is important to emphasize that education is not the only responsibility that governments have. They also economically support other public institutions. According to OECD (2008), the major challenge for countries is to secure sufficient funding levels to enable tertiary education institutions to meet the growing expectations of society and respond to the growing demand by students. However, education without cost allows people the same rights and opportunities necessary to the development of an educated society with moral and ethical