Literaturnachweis - Detailanzeige
| Autor/inn/en | Paul Gibbs; Irma Grdzelidze; Tamar Sanikidze |
|---|---|
| Titel | A Preliminary Study on the Reality of Autonomy in Georgian Universities |
| Quelle | In: Higher Education Research and Development, 44 (2025) 4, S. 901-913Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0729-4360 |
| DOI | 10.1080/07294360.2025.2456846 |
| Schlagwörter | Forschungsbericht; Institutional Autonomy; Academic Freedom; Scholarship; Universities; Government Role; Deans; College Faculty; Student Attitudes; Teacher Attitudes; Administrator Attitudes; College Presidents; Higher Education; College Students; Georgia |
| Abstract | The paper considers the issue of academic and institutional autonomy having become central to the identity of the university and how it remains a contemporary signifier of the relationship of scholarly activity, the university and society. This is particularly true in the European Higher Education Area (EHEA), where the management of national higher education systems with different traditions seeks to find comparative consistency in the levels and quality of their awards. Specifically, this paper considers the Republic of Georgia's reality, firstly, against other post-Soviet signatory nations of the Bologna Process within the EHEA using secondary data from European Universities Association's (EUA) Autonomy Scorecard1 (2023) and, secondly, through a qualitative analysis of key participants in the Georgian higher education sector. This reveals the simulacra of autonomy and the dependency of universities on the State's centralised control mechanisms created through the legislation and implemented agent: the national quality assurance agency. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2026/1/03 |
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