On Monday 10 June at 1pm the Royal Irish Academy Social Sciences committee organised a half day seminar. The event explored shifting principles, aims and values in higher education, such as academic freedom, impact, peer review and open innovation, against the backdrop of current economic challenges. Speakers considered the effective 're-visioning' of education and the values–open and hidden–at play. Contributions included a look at higher education in Ireland, the UK and mainland Europe. More details: https://www.ria.ie/about/our-work/committees/committees-for-the-humanities-and-social-sciences/social-sciences-committtee/news.aspx

1. University Autonomy in EuropeUniversity Autonomy in Europe
- Impact and TrendsImpact and Trends
10 J 201310 June 2013
Dublin, Ireland
Thomas EstermannThomas Estermann
Head of Unit – Governance, Autonomy and Funding
European University Association

2. Structure
I. Why university autonomyy y y
II. The state of university autonomy in
E /I l d d d dEurope/Ireland: data – trends – scorecards
Organisational autonomy
Financial autonomy
Staffing autonomy
A d i tAcademic autonomy
…2…

3. Brief Profile of EUA
Established in 2001
Non-governmental membershipNon governmental membership
organisation
850 individual university850 d dua u e s ty
members
34 National Rectors’ Conferences
47 countries
Independent voice for theIndependent voice for the
university sector
Focus on EHEA and ERA
3
Focus on EHEA and ERA

4. Why university autonomy?
Correlations exist between autonomy and
y y y
performance;
quality;
degrees of income diversification;degrees of income diversification;
more sucessful internationalisation;
efficiency and effectiveness
Institutional autonomy
allows universities to decide on strategic priorities according to
their strengths;
does not automaticially lead to better performance, but it is an
important prerequisite.p p q
…4…

5. Challengesg
Institutional autonomy
is a complex concept that consists of various interconnectedis a complex concept that consists of various interconnected
elements
is contingent on the diverse cultural, political, legal and
historical backgrounds of Europe’s HE systemshistorical backgrounds of Europe’s HE systems
cannot be measured objectively
There are diverse systems even within countriesThere are diverse systems, even within countries
There is not just one model – context is very important
Th A t S dThe Autonomy Scorecard
had to take into account constantly changing legislative
frameworks and at times contradictory policy developmentsy p y p
had to simplify complex situations
…5…

6. Methodology of the Autonomy Scorecardgy y
Th i tThe scoring system
is based on deductions → restrictions on institutional
autonomy are assigned a deduction value based onautonomy are assigned a deduction value based on
how restrictive a particular regulation is seen to be;
produces percentage scores for each indicator;
calculates the score for one autonomy dimension as an
average of the scores for all indicators making up that
di idimension.
…6…

7. Organisational
•Selection
d /
Financial
•Length/ type of
bli f di
Staffing
•Staff recruitment
d
Academic
•Deciding on
ll t d tprocedure/
criteria for rector
•Dismissal/ term of
office of rector
public funding
•Keeping a surplus
•Borrowing money
procedures
•Staff salaries
•Staff dismissals
overall student
numbers
•Selecting students
office of rector
•Inclusion/
selection of
external members
i i
g y
•Owning buildings
•Charging tuition
fees for national/
•Staff promotions
•Introducing/
terminating
programmes
•Choosing languagein governing
bodies
•Deciding on
academic
fees for national/
EU students
•Charging tuition
fees for non-EU
t d t
•Choosing language
of instruction
•Selecting QA
mechanisms/academic
structures
•Creating legal
entities
students providers
•Designing content
of programmes
…7…

8. Organisational autonomy - trends
External members are now included in university
governing bodies in a majority of systems, though externalgoverning bodies in a majority of systems, though external
authorities often remain involved in their selection.
Universities in nearly all systems are free to create legal
titi d d id d i t tentities and decide on academic structures.
Rectors are always chosen by the universities, although
external authorities often have to confirm the appointment.external authorities often have to confirm the appointment.
Discussion for IE
O ganisational a tonom in IE is ad ancedOrganisational autonomy in IE is advanced
Composition of governing bodies – other countries have
more flexibilityy
…8…

9. Organisational autonomy – the scorecard
…9…

10. Financial autonomy – trends
Universities generally receive their public funding as a block
grant, although its allocation may be restricted.
Surpluses can be kept and money borrowed in a majoritySurpluses can be kept and money borrowed in a majority
of systems, but in practice, various limitations still apply.
Universities in most systems are able to own theiry
buildings, but often require external permission to sell them.
The situation is complex, but universities tend to be more
f t t t iti f f MA d EU t d tfree to set tuition fees for MA and non-EU students.
Discussion for IE
Should universities have a longer funding period?
Capacity to charge fees?
How is the financial crisis affecting institutional autonomy?
…10…

11. Financial autonomy – the scorecard
…11…

12. Staffing autonomy - trends
Recruitment procedures are less prescribed than before.
I t t t i ti till l t t ff l iIn most systems, restrictions still apply to staff salaries,
although these are less likely to be due to the civil servant
status of university staff.
Staff dismissals and promotions remain restricted in more
than half of the systems studied.
The financial crisis has strongly affected staffing policiesThe financial crisis has strongly affected staffing policies.
Discussion for IEDiscussion for IE
The financial crisis has affected institutional autonomy
…12…

13. Staffing autonomy – the scorecard
…13…

14. Academic autonomy - trends
Overall student numbers are limited in nearly all systems.
Universities in Europe still have little freedom in choosing QA
mechanismsmechanisms.
Accreditation is still compulsory for BA/MA programmes in a
majority of systems.j y y
The language of instruction can be chosen freely in approx.
2/3 of all systems.
Discussion for IE
Ireland the most autonomous in the Scorecard
…14…

15. Academic autonomy – the scorecard
…15…

16. …16…

17. How to balance accountability and autonomy?
Appropriate Quality assurance procedures
Financial transparency through Full costing
Appropriate reporting (only what is used to make
decisions))
Participation of external members in institutional
decision-makingdecision making
…17…

18. Thank you for your attention.y y
For further information, please contact
thomas estermann@eua bethomas.estermann@eua.be
Follow me on Twitter
@thomasestermann