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MES 114 Solved Assignment 2021-22
a) Discuss the functions of various decision-making bodies involved in the governance of a university. (500 Words)
The present article draws from the info collected within the framework of the 2017 update of the EUA University Autonomy Scorecard.1 The Scorecard was first launched in 2011 and offers an institutional perspective on university autonomy in Europe. It allowed for the event of a core set of indicators and a strategy to gather , compare and weight data on the subject . during this context, the regulatory frameworks of 29 education systems were analysed so as to assess the degree of autonomy universities operate with. The Scorecard is characterised by a four-pillar structure which allows to concretely assess university autonomy with regard to:
organisational matters (covering academic and administrative structures, leadership and governance);
financial matters (covering the power to boost funds, own buildings, borrow money and set tuition fees);
staffing matters (including the power to recruit independently, promote and develop academic and non-academic staff);
academic matters (including study fields, student numbers, student selection also because the structure and content of degrees).
Methodology and Data Collection
The data collection was organised following the first Scorecard methodology, supported questionnaires and interviews, also as several rounds of validation with national rectors’ conferences, during which information was clarified and contextualised. The questionnaires submitted to the National Rectors’ Conferences included the responses they gave in 2010 to reinforce comparability over time. The questions address the capacity of universities to act on a series of topics, on the idea of the provisions of the relevant regulatory framework. Additional information was collected on the precise composition of university governing bodies. the info validation phase spanned over a year, from late 2015 to late 2016, thanks to the necessity to properly interpret responses to indicators but also understand the broader narrative for every system.
The publication in June 2017 of the updated Scorecard (Pruvot and Estermann 2017) included the new scoring and ranking of systems for every of the four dimensions described above also as an summary of the related trends and up to date developments. Nevertheless, the qualitative data collected during this context allowed for further exploitation. this paper aims at mobilising this data with the view to get a more in-depth picture of university governance models in Europe.
Scope of study
The table below summarises items concerning “organisational autonomy” surveyed and presented within the report “University Autonomy in Europe III: The Scorecard 2017” (Pruvot and Estermann 2017) and new data researched during this paper. All data were collected within the framework of the Autonomy Scorecard update but only specific elements were used for the Scorecard (second column). Additional data collected on the composition of governing bodies, their size, the kinds of external members included, etc., while collected at an equivalent time, wasn’t used for the Scorecard since it didn’t correspond to the methodology and is instead used for this analysis.
The comparative data presented during this paper is analysed under the lens of institutional autonomy. Few education systems allow universities to freely choose their governance model. the kinds of bodies, their responsibilities, size and membership could also be subject to different degrees of regulation. In exploring these elements, the main target is placed on the links between governance models, representation and inclusiveness in governing bodies and university organisational autonomy.
While significant diversity within the specifics of governance modalities exists across universities in Europe, general observations are often made about the kinds of internal bodies governing university activities. When comparing the knowledge collected within the characteristics of those bodies as stated in law (holding formal decision-making powers), the distribution of responsibilities and therefore the dynamics between them (in the cases where there’s no single governing structure), it’s possible to determine a typology of governance models and thus cluster education systems accordingly. Our analysis, therefore, distinguishes:
Unitary governance models and
Dual governance models
With the latter sub-divided supported power distribution, between:
The following sections explore this typology in further detail.
“Unitary model” refers to the governing structures where one administration exerts decision-making powers at the given university. This body can have the characteristics of either “senate-type” bodies or “board-type” bodies.
Senate and Board-type bodies are defined in reference to one another . Senate-type bodies tend to be primarily competent for tutorial matters and are characterised by their comparatively larger size and academic-oriented membership. Board-type bodies are usually liable for strategic institutional decisions, often including financial aspects, and are often of smaller size than senate-type bodies. they’re also characterised by a more diverse membership.
In the sample analysed, a minority of upper education systems use unitary governance models. Among them, the unitary models structured around board-type bodies are more frequent (six out of nine). Universities in Estonia, Ireland and Poland use senate-type bodies because the only decision-making structure. It should be noted that several regulatory frameworks exist in Estonia; additionally to the most Act governing activities of 4 universities, two universities are governed via specific laws that have introduced board-type bodies next to the prevailing senates, creating dual governance structures.
b) Describe the processes of developing and delivering academic programmes followed by IGNOU. (500 words)
c) What is meant by a learning organization? Discuss how a distance education institution can become a learning organization.
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2. Organisation: Be a little more selective and analytic before drawing up a rough outline of your answer. In an essay-type question, give adequate attention to your introduction and conclusion. The introduction must offer your brief interpretation of the question and how you propose to develop it. The conclusion must summarise your response to the question. In the course of your answer, you may like to make references to other texts or critics as this will add some depth to your analysis.
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MES 2021-22 2nd Year Question Paper
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