Summarizes some of 2001's more interesting and important court cases regarding disciplinary and academic decisions by higher education institutions, commenting on their effects on case law. (EV)

Proposes a classification scheme based on institutional control, geography, governance, and size in order to capture the diversity of two-year colleges in the United States. Argues that development of an easy-to-use classification system could serve to improve the precision of research on the community college. (Contains 16 references.) (NB)

Argues that, of the schemes described and proposed in this journal volume, Katsinas' proposal, which is based on institutional control, geography, governance, and size, meets the largest number of criteria and may have the best utility. Asserts that a system for classification of community colleges is needed. (NB)

Describes how Massachusetts' governor and the politically powerful head of the state university are grappling over a plan to revamp the system, reduce its budget, and do away with the president's job. (EV)

In any public university system, the relationship between the state's demands for utility and accountability and the universities' needs for academic freedom and autonomy create serious tensions. Coordinating boards have not reached the positive potential that was foreseen in the author's book "Statewide Coordination of Higher Education." (MLW)

The forms and strategies of institutional self-regulation used in Europe for program assessment and improvement are viewed as partial structures, not integrated systems designed to fully realize the potential of the self-regulatory system. A self-regulation program review model for use in ministerial or other centrally administered systems is…

State legislators who consistently challenge higher education on one or more issues are seen as both allies, for bringing issues to the forefront, and as foes, for their sometimes strident criticism. Many such legislative critics focus on accountability vs. autonomy. (MSE)

A discussion of Australian higher education looks at the nature of institutional autonomy and academic freedom, the interaction among pressures for educational quality, institutional autonomy, and academic freedom, and suggests a way that universities can reconcile the three through faculty participation in governance. (MSE)

Explores notions of what democracy might be at the university. suggesting that university autonomy and democracy need never be in opposition, though limitations on autonomy are sometimes defensible. The university's interactions with a surrounding society are viewed as potentially part of a democratic process. (SM)

Reviews the case law of academic abstention (issues that the courts consider beyond their expertise) in the following areas of higher education: (1) student qualifications; (2) faculty qualifications; (3) student substantive rights; (4) faculty substantive rights; and (5) discovery of information. (199 references) (MLF)

Discusses how the relationship between governments and higher education has been changing in Europe over the last few decades, with governments using an array of market and market-like mechanisms instead of traditional regulation mechanisms. Suggests that despite the changes, institutional autonomy is still facing significant government…

Describes the restructuring of the Centre for Continuing Education and the University of Auckland within the context of political ideology, developments in New Zealand universities, and the historical role of adult and continuing education. Concludes that strategic neglect enabled external forces to drive policy and practice toward neoliberal…

Examines intended and unintended results of the charter school movement, addressing both sides of the debate and explaining that increased autonomy can heighten inequalities, and choice can sometimes exclude certain members of society. Discusses: autonomy for accountability; autonomy for efficiency; competition; innovation; and choice. Notes that…

Describes school-based autonomous supervision (SBAS), a Korean staff development strategy. SBAS involves supervisory activities performed by staff members in individual schools without outside control. SBAS characteristics include: school-centeredness; self-governance; cooperation; diversity; continuity; and self-development. To effectively…

Comparison of management in further education colleges in Britain, Regionale Opleidingen Centra in the Netherlands, and lycees professionnels in France found they operate in different administrative and cultural contexts but are affected by similar pressures and issues, particularly in three areas: managers' role in education, management of…