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Management and Academic Freedom in

Management and Academic Freedom in Higher Educational Institutions: Implications for Quality Education in Uganda
Basheka, Benon
Quality in Higher Education, v15 n2 p135-146 Jul 2009
In accordance with the recommendation concerning the status of higher-education teaching personnel approved by the General Conference of UNESCO in November 1997, higher education institutions and their academic personnel have long been expected to exercise their intellectual capacity and their moral prestige to defend and actively disseminate universally-accepted values; and enjoy full academic autonomy and freedom, conceived as a set of rights and duties, while being fully responsible and accountable to society. Academic freedom is a key parameter of sound governance of higher education systems in any country. To what extent can academic freedom be a function of effective management systems and does it have any implications for quality education in developing countries? The paper answers in the affirmative. Data from a sample of academic staff, university managers, students and policy-makers were analysed using correlation and regression techniques and it was found that management significantly contributes to academic freedom in higher educational institutions. In this way, a better-managed institution enhances academic freedom and this consequently offers answers to the quality of education. The results are compared with international findings and policy and management implications are presented. A conceptual framework is suggested that links management systems with academic freedom and the quality of education, using the systems theory approach. (Contains 2 tables and 1 figure.)
Descriptors: Higher Education, Academic Freedom, Schools, Systems Approach, Educational Quality, Professional Autonomy, Management Systems, Correlation, Regression (Statistics), Developing Nations, Teacher Attitudes, Administrator Attitudes, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Uganda
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Management and Academic Freedom in Higher Educational Institutions: Implications for Quality Education in UgandaBasheka, BenonQuality in Higher Education, v15 n2 p135-146 Jul 2009In accordance with the recommendation concerning the status of higher-education teaching personnel approved by the General Conference of UNESCO in November 1997, higher education institutions and their academic personnel have long been expected to exercise their intellectual capacity and their moral prestige to defend and actively disseminate universally-accepted values; and enjoy full academic autonomy and freedom, conceived as a set of rights and duties, while being fully responsible and accountable to society. Academic freedom is a key parameter of sound governance of higher education systems in any country. To what extent can academic freedom be a function of effective management systems and does it have any implications for quality education in developing countries? The paper answers in the affirmative. Data from a sample of academic staff, university managers, students and policy-makers were analysed using correlation and regression techniques and it was found that management significantly contributes to academic freedom in higher educational institutions. In this way, a better-managed institution enhances academic freedom and this consequently offers answers to the quality of education. The results are compared with international findings and policy and management implications are presented. A conceptual framework is suggested that links management systems with academic freedom and the quality of education, using the systems theory approach. (Contains 2 tables and 1 figure.)Descriptors: Higher Education, Academic Freedom, Schools, Systems Approach, Educational Quality, Professional Autonomy, Management Systems, Correlation, Regression (Statistics), Developing Nations, Teacher Attitudes, Administrator Attitudes, Foreign CountriesRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journalsPublication Type: Journal Articles; Reports - EvaluativeEducation Level: Higher EducationAudience: N/ALanguage: EnglishSponsor: N/AAuthoring Institution: N/AIdentifiers: UgandaFacebook TwitterDepartment of EducationInstitute of Education Statistics
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ผลลัพธ์ (ไทย) 3:[สำเนา]
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Management and Academic Freedom in Higher Educational Institutions: Implications for Quality Education in Uganda
Basheka, Benon
Quality in Higher Education, v15 n2 p135-146 Jul 2009
In accordance with the recommendation concerning the status of higher-education teaching personnel approved by the General Conference of UNESCO in November 1997, higher education institutions and their academic personnel have long been expected to exercise their intellectual capacity and their moral prestige to defend and actively disseminate universally-accepted values; and enjoy full academic autonomy and freedom, conceived as a set of rights and duties, while being fully responsible and accountable to society. Academic freedom is a key parameter of sound governance of higher education systems in any country. To what extent can academic freedom be a function of effective management systems and does it have any implications for quality education in developing countries? The paper answers in the affirmative. Data from a sample of academic staff, university managers, students and policy-makers were analysed using correlation and regression techniques and it was found that management significantly contributes to academic freedom in higher educational institutions. In this way, a better-managed institution enhances academic freedom and this consequently offers answers to the quality of education. The results are compared with international findings and policy and management implications are presented. A conceptual framework is suggested that links management systems with academic freedom and the quality of education, using the systems theory approach. (Contains 2 tables and 1 figure.)
Descriptors: Higher Education, Academic Freedom, Schools, Systems Approach, Educational Quality, Professional Autonomy, Management Systems, Correlation, Regression (Statistics), Developing Nations, Teacher Attitudes, Administrator Attitudes, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Uganda
Facebook TwitterDepartment of EducationInstitute of Education Statistics
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