European University Association (EUA), 2011, 84 p.
University goveance and the relationship between the state and
higher education institutions are issues that have generated
intense debate in recent years, since they are seen as important
conditions for the modeisation of Europe’s universities. EUA
has monitored and analysed the development and impact of autonomy
and related reforms through a wide array of studies as well as
through stakeholder debates, conferences and its Institutional
Evaluation Programme. The importance of autonomy for EUA’s member
universities is reflected in the findings of EUA’s Trends 2010
report, in which 43% of university respondents viewed autonomy
reform as one of the most important institutional developments of
the past decade (Sursock & Smidt 2010: 18). Indeed, various studies
have demonstrated the positive effects of institutional autonomy
(Aghion et al. 2008: 5; Reichert & Tauch 2005: 7; Estermann &
Bennetot Pruvot 2011).
With its study University Autonomy in Europe I Estermann & Nokkala
2009), EUA has started to provide data on institutional autonomy,
which aims to enable university practitioners and policy makers to
compare systems more effectively across Europe.
The Autonomy Scorecard represents a further step in this process by
describing the current state of affairs in university autonomy and
by ranking and rating higher education systems according to their
degree of autonomy. With the development of a methodology that
measures and scores the different levels of institutional autonomy
in Europe’s higher education systems, this project is treading new
ground. It aims to engage all relevant stakeholders in a more
in-depth debate on autonomy and thereby help to improve higher
education systems. It provides an institutional
perspective on autonomy by involving the university sector, chiefly
represented by the European national rectors’ conferences, at all
stages.
Estermann Thomas, Nokkala Terhi & Steinel Monica. University Autonomy in Europe II
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