State-Public University Contractual Relationship Impact on Student’s Accessibility Rights: The Agency Theory Perspective
The state-public university contractual relationship constrains public universities to be driven by the state expected level of quality output of graduates. The relationship reduces institutional substantive and procedural autonomy in specific key areas like student admission. In order to achieve good results consonant to the state support, universities are directed to ensure strict scrutiny of those they admit. This locks out many qualifying students from accessing studies at state-funded institutions. This study uses the perspective of agency theory to assess the impact of state – public university contractual relationship on student’s accessibility rights. The interpretive phenomenological analysis enabled to appreciate data collected through self-administered questions given to seven participants in four public and regional universities. The analysis bases on parameters of selection and admission. The study recommends capital grant, national ranking of academic units, and policy imperatives for special interest groups as the means by which sub-Saharan higher education institutions can maximise students’ access rights
Abrutyn, S. (2009). Toward a general theory of institutional autonomy. Sociological Theory, 27(4), 449-465.
Anyan, J. (2016). Persistent elitism in access to higher education in Ghana.
Bendickson, J., Muldoon, J., Liguori, E. W., & Davis, P. E. (2016). Agency theory: background and epistemology. Journal of Management History.
BMAU (2018). Funding of Public Universities in (country): what are the issues? BRIEFING PAPER (24/18) Ministry of Finance, Planning and Economic Development. Retrieved on www.finance.go.ug
Brocki, J. M., & Wearden, A. J. (2006). A critical evaluation of the use of interpretative phenomenological analysis (IPA) in health psychology. Psychology and health, 21(1), 87-108.
Chiang, L. C. (2004). The relationship between university autonomy and funding in England and Taiwan. Higher Education, 48(2), 189-212.
de Figueired-Cowen, M. (2002). Latin American universities, academic freedom and autonomy: a long-term myth? Comparative Education, 38(4), 471-484.
Dee, J. R., Henkin, A. B., & Chen, J. H. H. (2000). Faculty autonomy: perspectives from Taiwan. Higher Education, 40(2), 203-216.
Egeberg, M. (2004). Organising Institutional Autonomy in a Political Context:benduring Tensions in the European Commission's Development (No. 2). ARENA.
Eisenhardt, K. M. (1989). Agency theory: An assessment and review. Academy of management review, 14(1), 57-74.
Mohamedbhai, G. (2008). The effects of massification on higher education in Africa (pp. 20-24). Association of African University Press.
Guzmán-Valenzuela, C. (2016). Unfolding the meaning of public (s) in universities: toward the transformative university. Higher Education, 71(5), 667-679.
Harman, G. (1994). Student selection and admission to higher education: Policies and practices in the Asian region. Higher Education, 27(3), 313-339.
Indabawa, S. A. (2006). Educational access for girls: The case of Kano State of Nigeria. In Widening access to education as social justice (pp. 380-393). Springer, Dordrecht.
(university1 name withheld) University (2015). Undergraduate private admissions. Retrieved from http://application.mak.ac.(country)/eisweb/
Martin, M. (2013). Increased autonomy for universities in Asia: How to make it work? International Institute for Educational Planning (IIEP) Policy Brief on Higher Education N°4. Retrieved on http//www.iiep.unesco.org
Matovu, M. (2018). Massification or Quality of Graduates?
Morley, L., & Lugg, R. (2009). Mapping meritocracy: Intersecting gender, poverty and higher educational opportunity structures. Higher Education Policy, 22(1), 37-60.
Mugabi, H. (2009). Private universities in Uganda: Growth and role (s) in the provision of higher education. In Fourth Regional Conference on Higher Education Research for Sustainable Development in Africa, Kampala, Uganda.
Mugisha Baine, E. M. (2010). Privatisation of higher education in Uganda and the global gender justice ideal: uneasy bed fellows? Educational Review, 62(3), 315-328.
Ministry of Education & Sports (2013). Information on public universities joint admissions 2013/2014 academic year. (country): (city name withheld).
Mugizi, W. (2018). The role of higher education in achieving Uganda vision 2040. Elixir Int. J, 115, 49831-49837.
Amina, N., & Turyahebwa, A. (2015). Institutional Efficiency in Selected Universities in Uganda. Journal of Education and Practice, 6(10), 90-96.
Oketch, M. (2016). Financing higher education in (continental regional name withheld): some reflections and implications for sustainable development. Higher Education volume 72, pages525–539
Olsen, J. P. (2009). Democratic government, institutional autonomy and the dynamics of change. West European Politics, 32(3), 439-465.
Ordorika, I. (2003). The limits of university autonomy: Power and politics at the Universidad Nacional Autónoma de México. Higher Education, 46(3), 361-388.
Owusu-Ansah, C. (2015). Academic Freedom: Its Relevance and Challenges for Public Universities in Ghana Today. Journal of Education and Practice, 6(5), 173-179.
Raza, R. (2009). Examining autonomy and accountability in public and private tertiary institutions. Human Development Network: World Bank.
Alon, S., & Tienda, M. (2007). Diversity, opportunity, and the shifting meritocracy in higher education. American Sociological Review, 72(4), 487-511.
Lamb, T. (2000). Learner autonomy, teacher autonomy: Future directions. B. Sinclair, & I. McGrath (Eds.). Harlow: Longman.
Soeparwata, A. I. (2016). Institutional Autonomy of Universities in Theory and Practice: A qualitative Research on decentralized Financial and Human Resource Competences (Bachelor's thesis, University of Twente).
The Constitution of the Republic of Uganda (1995). Ministry of Justice and Constitutional Affairs: (city name withheld).
Universities and other Tertiary Institutions Regulations (2007). Minimum Entry Requirements for Admission to Universities or Other Tertiary Institutions. Statutory Instruments Supplement to The (country) Gazette No. 72, Volume C by Order of the Government.
Weisskopf, T. E. (2007). Affirmative action in higher education. Seminar, 569, January: 1-7.
Zimdars, A. (2007). Challenges to meritocracy? A study of the social mechanisms in student selection and attainment at the University of Oxford.
Copyright (c) 2021 Joseph Kimoga, PhD
This work is licensed under a Creative Commons Attribution 4.0 International License.