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Although the Yugoslav model disappeared, its contradictions and dilemmas persist in successor states’ higher education systems, with historical knowledge framed as key to interpreting the present and approaching the future.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Academic Autonomy in Slovenia (1919–1999)  \nPavel Zgaga1  \n• This article examines the concept of academic autonomy within the ‘Yugoslav model’ of higher education as a peripheral system characterised by an eclectic mix of elements from different systems, resulting in mutations with unique features during its development. The hitherto underresearched history of this higher education model has by no means been uniform or linear; because of this complexity, the focus here is limited to the case of Slovenia but considers the broader context. The focus is on the understanding, legislation, and (non-)implementation of academic autonomy as articulated between 1945 and 1991. The concept was inherited: it was never used in the legislation of federal socialist Yugoslavia yet was used in political and public debates. Our analysis relates these debates to the rapidly changing legislation and the broader socio-political context. Although the ‘Yugoslav model’ has vanished, its traces and ashes, including old contradictions and dilemmas, remain partly present in the higher education systems of independent states that emerged on the territory of the former federation. The principle that knowledge of the past is the key to understanding the present and approaching the future is confirmed in this case as well.  \nKeywords: academic autonomy, higher education reforms, history, Slovenia, the ‘Yugoslav model’ of higher education, university  \n1 Faculty of Education, University of Ljubljana, Slovenia; pavel.zgaga@pef.uni-lj.si.  \nSaga o akademski avtonomiji v Sloveniji (1919–1999)  \nPavel Zgaga  \n• Ta članek preučuje koncept akademske avtonomije znotraj ‘jugoslo-vanskega modela’ visokega šolstva kot perifernega sistema, za katerega je značilna eklektična mešanica elementov iz različnih sistemov, kar jemed njegovim razvojem povzročalo mutacije z edinstvenimi značilnost  \nmi. Do zdaj premalo raziskana zgodovina tega modela visokega šolstvanikakor ni bila enotna ali linearna; zaradi njene kompleksnosti je poudarek tukaj omejen na primer Slovenije, kljub temu pa upošteva širšikontekst. Poudarek je na razumevanju, zakonodajnem urejanju in na (ne)uresničevanju akademske avtonomije, kot je bila artikulirana med letoma 1945 in 1991. Koncept je podedovan iz preteklosti, nikoli ni bil uporabljen v zakonodaji federativne socialistične Jugoslavije, je pa bil uporabljen v političnih in javnih razpravah. Naša analiza povezuje terazprave s hitro spreminjajočo se visokošolsko-zakonodajo in širšim družbenopolitičnim kontekstom. Čeprav je ‘jugoslovanski model’ izginuli model visokega šolstva, so njegovi sledovi in pepel, vključno s starimi protislovji in z dilemami, deloma še vedno prisotni v visokošolskihsistemih samostojnih držav, nastalih na ozemlju nekdanje federacije. Načelo, da je poznavanje preteklosti ključ do razumevanja sedanjosti in približevanja prihodnosti, se potrjuje tudi v tem primeru.  \nKljučne besede: akademska avtonomija, ‘jugoslovanski model’visokega šolstva, reforme visokega šolstva, Slovenija, univerza, zgodovina  \nIntroduction  \nCase studies of higher education (HE) models are generally based on typologies and norms derived from dominant, central models. Such an approach ignores the peculiarities ofperipheral systems, which are often characterised by eclecticism. However, an eclectic mixture of elements from different systems leads, in their evolution, to mutations with unique features. Many HE models belong to this category, including the Yugoslavian (YU model; 1945–1991) . Despite its historical disappearance, its elements are preserved as mutations in the new national systems of the ex-YU region. This may not be apparent at first glance unless one knows their genealogy. This article focuses on just one aspect of the YU model: the understanding, legislating, and (non)implementation of the principle of academic autonomy as articulated in the second h","cbCaiuWAWhMvpFea","https://ap.wps.com/l/cbCaiuWAWhMvpFea","pdf",230223,26,"English","# Introduction\n## Academic autonomy in the Yugoslav model context\n## Focus and scope of the study\n## Research status and methodological approach\n## Autonomy concepts and policy ideas","[{\"question\":\"What is the article’s main focus regarding academic autonomy in Slovenia?\",\"answer\":\"It focuses on how academic autonomy was understood, legislated, and (non-)implemented between 1945 and 1991, using the Yugoslav model as the analytical background.\"},{\"question\":\"Why does the article limit its case study to Slovenia?\",\"answer\":\"Because the higher education history within this complex state formation was not uniform or linear, the study concentrates on Slovenia while still considering the broader Yugoslav context.\"},{\"question\":\"How does the article explain the persistence of the Yugoslav model after its disappearance?\",\"answer\":\"It argues that even after the model vanished, its elements remained as mutations and traces in the national higher education systems of successor states in the former Yugoslav region.\"}]","The Saga of Academic Autonomy in Slovenia - 1919–1999 | PDF",1792086872,66]