Decoupling policy from practice
Year: 2026
Type: article
Abstract: Purpose: This study investigates the “implementation gap” in higher education gover nance within transition economies, utilizing a comparative analysis between Armenia and Finland (2024–2026). Methodology: Applying a Most Different Systems Design (MDSD), the research uti lizes a dual-layer protocol. It contrasts the de jure indicators of the EUA Autonomy Scorecard 2025 with a de facto analysis of governance charters and alternative reports from the “Academic City” initiative. Findings: The results confirm a phenomenon of “Mimetic Isomorphism” (DiMaggio & Powell, 1983). While Armenia exhibits anomalously high “Staffing Autonomy” (96.8 %), this acts as a reverse causality mechanism, granting broad managerial discretion rath er than strengthening academic freedom. Conversely, “Organizational Autonomy” re mains critically low (42.8 %) due to the increased state influence over the composition of foundation boards. Implications: The study concludes that implementing European structural models while maintaining existing governance frameworks may result in institutional decou pling. To address this discrepancy, the study considers a transition toward an indepen dent “Nominating Committee” model for leadership selection. Keywords: institutional autonomy, higher education governance, post-Soviet transition, Bologna process, mimetic isomorphism, policy implementation
Source: Pädagogische Horizonte
Authors: Harutyunyan, Nazik, Sargsyan, Lilit
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7224081779