Decoupling policy from practice

A comparative analysis of institutional autonomy in Armenian and Finnish higher education

Abstract

Purpose: This study investigates the “implementation gap” in higher education governance within transition economies, utilizing a comparative analysis between Armenia and Finland (2024–2026).

Methodology: Applying a Most Different Systems Design (MDSD), the research utilizes 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 rather than strengthening academic freedom. Conversely, “Organizational Autonomy” remains 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 decoupling. To address this discrepancy, the study considers a transition toward an independent “Nominating Committee” model for leadership selection.