Perception of Academic Staff on the Readiness for Institutional Autonomy in the Public Research Universities

Abstract This paper sheds light on academic staff readiness for the transition to institutional autonomy within Public Research Universities in Ethiopia, a developing nation context. It investigated the perception determinants construct that influence universities readiness. The objective of the study was to identify the psychological readiness of academic staff for transition to institutional autonomy. Descriptive and multiple regression analysis were employed to examine the factors that shape academic staff perception toward institutional autonomy. Two regression models were developed using 374 observations to analyze how these variables impact perception. The proposed second-order Structural Equation Model demonstrated an acceptable fit, with all indicators loading significantly onto their respective constructs. The results reveal that the readiness Public Research Universities in Ethiopia for the transition to instructional autonomy was assessed at a moderate level, highlighting gaps in psychological preparation. In conclusion, successful readiness for institutional autonomy reform in universities dependent not only on policy adaptation but also on the consensus among staff concerning the visibility of organizational structure, an effective communication system and the strategic use of opportunities that support autonomy and enhance understanding. Moreover, readiness for autonomy is contingent upon fostering effective dialogue of the university management with state.