Emerging Models of University Autonomy in Europe

1. Emerging Models of University Autonomy in Europe Professor Georg Winckler President of European University Association (EUA) Rector of the University of Vienna The University of the 21st Century: Emerging Models of Independence Novi Sad 28 October 2005

2. Introduction: the context and challenges • Crucial importance of addressing issues of State – university relations, and more widely university – society relations • Issues of governance and autonomy very high on EUA agenda • Particularly relevant to host this event in Serbia – problems of State interference fresh in the mind • Pleasing that Novi Sad is the venue: positive recent experience of university in taking advantage of space for independent action

3. Reminder: EUA • Membership organisation 750+ members: universities and national rector conferences in 45 countries • Mission: To promote coherent system of higher education and research in Europe • Activities: Policy development, projects, biannual convention (Salamance, Graz, Glasgow) conferences, seminars, research and publications

4. Glasgow Declaration: strong universities for a strong Europe • Declaration taken forward to Ministers Conference in Bergen, May 2005 • Europe needs “strong and creative universities as key actors in shaping the European knowledge society” • University role in social, cultural, economic well-being • At regional, national, European and global level • University commitment to improving governance structures • “Institutional autonomy and mission diversity are essential prerequisites for ensuring efficient engagement”

5. Universities in a changing environment • Wide range of growing demands: - increase and broaden access - concentrate research / respond to regional need - be more local, more regional, more European, more international - provide compatible curricula across Europe / but be more learner centred and maintain cultural diversity - be more autonomous / but conform to Bologna - be more competetive / and be more socially inclusive - cut costs...

6. To whom do universities of the 21st century respond? • To the State – and with greater accountability • To local government • To students, whether traditional post-secondary school, or lifelong learners • To industry and business • In short, to Society • Accountability is therefore a critical issue, and a prime responsibility of universities

10. Sequencing of Reform • University Employment Law: 2001 • University Act : 2002 - Political motivation - Success ?

11. Problems? New public management? Strategic Goals of Government? Political compromise 2. Conflicting duties? Senate vs. University Council 3. Academic freedom? Extended protection against dismissal 4. Medical universities?

12. European trends • Withdrawal of the State as the “sole” financer, and hence discussions on the role and implications of different and increasing private finance • Scientific and economic systems ever closer intertwined – as summed up in the phrase “knowledge economies” • Stakeholders claiming their right to participate in the shaping of universities • Increasing diversification of mission and “profiling”

13. Autonomy as a necessity • Universities cannot respond to the changing environment without autonomy • Autonomy must be at the level of the university, and not at the level of faculties/departments • “it is not the strongest or the most intelligent of the species that survives, but the one most capable of change” • Darwin was not referring to the universities of the 21st century... but he could have been