Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The purpose of the study was to examine institutional autonomy within three selected Chinese universities. Research questions were designed based upon the elements of university autonomy (James, 1965), the essential ingredients of institutional autonomy (Ashby, 1966), and a unique feature of Chinese higher education, the Communist Party of China's leadership over universities. The five groups of research questions covered the CPC's leadership over universities, and personnel, academic, student and financial affairs. Findings were examined and interpreted through a framework of substantive autonomy and procedural autonomy, which was modified from Berdahl's (1990) work. Twenty-eight administrators and the CPC leaders at different levels were interviewed. Data were also drawn from university documents, published CPC documents, newspapers, periodicals and books, and the researcher's personal observations. The study found that at the university level the CPC controlled the decision-making power regarding all major issues, and the President took charge of university affairs only under the leadership of the CPC University Committee. At the college or department level, the dean or the head was given full authority to make decisions, while the Party branch played supervisory and safeguarding role to ensure the proper operation of the college or department under the Party's guidelines. The control of these universities by the upper authority was inverse to the ranking of the universities, the higher the status the university, the more freedom it gained. The CPC and the government rigidly controlled all the substantive matters. In terms of procedural matters, governmental authorities controlled the appointment of president and vice presidents, diploma granting, enrollment quotas, and tuition and fee levels. The degrees of autonomy in other procedural matters in personnel, academic, student and financial affairs varied with universities. Generally, the higher the ranking of the university, the more procedural freedom it was granted. Findings indicated that compared with the practice before the market-oriented economic reform, the amount of autonomy the universities had gained was notable, and the national higher education system had moved somewhat from the state-control model to more of a state-supervising model.

Thesis (Ph.D..) -- University of Canberra, 2006. / Includes bibliography (p.283 - 300)

Thesis (M.Ed. (Educational Management))--Mahidol University, 2006. / LICL has E-Thesis 0012 ; please contact computer services.

Thesis (doctoral)--Philipp-Universität zu Marburg.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

Esta tese dedicase a estudar, no âmbito da história política do tempo presente, as configurações históricas dos processos interrelacionais em uma universidade pública federal no Brasil contemporâneo e sua conexão com a recente história políticoadministrativa, em sentido amplo. Para tanto, a UFSCar/Universidade Federal de São Carlos foi tomada como base para o estudo e a pesquisa documental teve suporte na documentação dos órgãos colegiados desta instituição, além de outros subsídios advindos de acervos jornalísticos e banco de documentos de órgãos públicos federais. Em função do estudo destas fontes primárias emergiram os momentos de periodização da tese, quais sejam, de 1988 à 2002, o que permitiu questionar a noção de modernização institucional e autonomia universitária enquanto aparato discursivo de grupos no poder que produziu o mascaramento do conflito capitaltrabalho no âmbito de uma instituição pública de ensino superior. / This thesis investigates, in the area of political history of the present time, the historical process in a Brazilian federal public university and the connection between national political and administrative system. For this purpose, we analyzed the Federal University of São Carlos/UFSCar through a documental research focus on University Advisory Board, newspapers and federal documents. The periodization emerge from the database, i.e., 1988 to 2002, which allowed to investigate the concept of \"institutional modernization\" and university autonomy as discursive strategies employed by groups in power to hidden labour-capital conflicts in a Public Higher Education Institution.

A tese resulta da investigação sobre autonomia universitária e a participação dos segmentos docente, discente e técnico-administrativo nos processos de avaliação institucional da Universidade Federal do Tocantins, UFT, no período de 2004 a 2010, sob a orientação do Sistema Nacional de Avaliação da Educação Superior, SINAES. O objetivo foi analisar a implementação do SINAES, na UFT, com vistas a revelar as causas do baixo nível de participação da comunidade acadêmica no processo de avaliação e suas implicações na autonomia da instituição. A hipótese foi a de que a avaliação institucional, na UFT, tem se caracterizado pelo esvaziamento da participação no processo avaliativo e, dessa forma, tem servido mais aos interesses do governo federal e das reitorias na regulação e no controle da instituição do que à comunidade universitária. Adotou-se o estudo de caso como metodologia, utilizando-se, como instrumentos de coleta de dados, análise de documentos técnicos e normativos, e condução de entrevistas semiestruturadas. Os resultados revelaram que o modelo do SINAES, adotado na UFT, embora autodeclarado formativo, participativo, integrador, mostrou-se alheio à ampla participação da comunidade universitária e, consequentemente, pouco efetivo no que se propõe para a tomada da consciência institucional. Assim sendo, tal modelo tem se pautado pela baixa participação, colocando em xeque a finalidade dos processos avaliativos institucionais, no que se refere às questões da autonomia universitária e da participação da comunidade nos processos avaliativos. Assim, o estudo constatou que a avaliação institucional se dá de forma verticalizada, ferindo a autonomia da instituição, na medida em que segue, de forma acrítica, o que vem determinado pelo Sistema Nacional de Avaliação da Educação Superior, sendo utilizado mais como um mecanismo de controle e regulação do que de promotor tanto da participação democrática no interior da instituição quanto do aperfeiçoamento dessa última. Pôde-se concluir que uma reformulação da política de avaliação institucional deverá considerar o fortalecimento da autonomia universitária, a ampla participação dos segmentos docente, discente e técnico administrativo, bem como a infraestrutura e o orçamento necessário à manutenção e expansão da instituição pública de educação superior. / This doctoral dissertation presents the research results regarding the relationship between university autonomy and the participation of university’s faculty, student body, and technical-administrative staff in the processes of institutional assessment at the Tocantins Federal University (UFT – Brazil), in the period 2004 through 2010, under the guidance of the National System of Higher Education Assessment – SINAES. The research objective was to analyze the implementation of SINAES at the UFT, in order to reveal the causes of the low turnout of the academic community in the assessment process, and its implications in the autonomy of the institution. The hypothesis was that institutional assessment at the UFT has been characterized by emptying the participation in the assessment process, for which reason it has served more the interests of the federal government and rectories in regulating and controlling the institution than the concerns of the university community. As for research methodology, case study was adopted; analyses of technical and normative documents, as well as conducting semi-structured interviews were used as data collection instruments. Results evidenced that SINAES, the assessment model adopted in the UFT, although self-declared formative, participatory, and integrative, proved to be oblivious to a broad participation of the university community, thus ineffective for the take of institutional awareness. In this way, such model has been marked by low participation, thereby jeopardizing the purposes of institutional assessment processes concerning issues like university autonomy, and community participation in such processes. The study found that institutional assessment has been conducted in a vertical form, which injures the autonomy of the institution, since it has followed, uncritically, whatever have been determined by the National System of Higher Education Assessment, and since it has been used rather as a mechanism of control and regulation than as a promoter of democratic participation within the institution, and improvement of the latter. Research findings allowed for the conclusion that a reformulation of institutional assessment policy should consider the strengthening of university autonomy, the broad participation of faculty, student body, and technical-administrative staff, as well as the improvement of infrastructure and budget necessary to the maintenance and expansion of public institutions of higher education.

Esta tese dedicase a estudar, no âmbito da história política do tempo presente, as configurações históricas dos processos interrelacionais em uma universidade pública federal no Brasil contemporâneo e sua conexão com a recente história políticoadministrativa, em sentido amplo. Para tanto, a UFSCar/Universidade Federal de São Carlos foi tomada como base para o estudo e a pesquisa documental teve suporte na documentação dos órgãos colegiados desta instituição, além de outros subsídios advindos de acervos jornalísticos e banco de documentos de órgãos públicos federais. Em função do estudo destas fontes primárias emergiram os momentos de periodização da tese, quais sejam, de 1988 à 2002, o que permitiu questionar a noção de modernização institucional e autonomia universitária enquanto aparato discursivo de grupos no poder que produziu o mascaramento do conflito capitaltrabalho no âmbito de uma instituição pública de ensino superior. / This thesis investigates, in the area of political history of the present time, the historical process in a Brazilian federal public university and the connection between national political and administrative system. For this purpose, we analyzed the Federal University of São Carlos/UFSCar through a documental research focus on University Advisory Board, newspapers and federal documents. The periodization emerge from the database, i.e., 1988 to 2002, which allowed to investigate the concept of \"institutional modernization\" and university autonomy as discursive strategies employed by groups in power to hidden labour-capital conflicts in a Public Higher Education Institution.

This article is based on the restriction of the teacher¡¦s rights of work in university, focusing on discussion of faculty¡¦s qualification assessment and promotion system in Taiwan. First, about the teacher¡¦s rights of work, it will emphasize on human nature dignity, academic freedom and legal system safeguard. Second, regarding the restriction of the teacher¡¦s rights of work, government uses teacher's legal qualification and the certificate to limit it. This article will claim law authorization, public interest, and proportion principle. Finally, The third part is mainly the comments on the review, jurisdiction, institution, content, procedure and the relief of faculty¡¦s qualification assessment and promotion system. It will suggest legal retention principle, legal system uniformization, professional assessment principle, due process of law, relief system effectiveness and authorized discretion. Therefore, the reform of faculty¡¦s qualification assessment and promotion system is completely return university autonomy, taking the teacher qualifications by the special work's disciplinary power examination the standard. Government only makes the principled low density standard and afterward the legal surveillance.