Abstract

This study investigates the relationship between academic freedom and institutional autonomy in Pakistani higher education institutions through a mixed-methods approach, which includes the analysis of both qualitative and quantitative data. An exhaustive analysis of the literature unveiled well-established concepts and frameworks. Subsequently, standardized surveys were distributed to 500 academic members, administrators, and policymakers. Furthermore, a comprehensive series of interviews and focus groups were carried out with a carefully chosen cohort of 50 persons. The data was quantitatively analyzed using T-tests, ANOVA, and alpha value calculations. The results revealed significant differences in perceptions based on the type of institution and its role. Public institutions exhibited elevated degrees of academic independence and autonomy. The study of qualitative data uncovered notable themes such as the ability to do research independently, assistance from administrative personnel, and challenges from external sources. The combination of results led to a thorough understanding, highlighting the importance of tailored strategies to enhance both academic autonomy and institutional self-management. The study's findings suggest that there is a generally positive view of academic freedom and institutional autonomy. Nevertheless, there are significant concerns over external influences and administrative backing. Recommendations include bolstering administrative support, minimizing external influences, improving support networks, and fostering leadership that strikes a harmonious equilibrium between autonomy and accountability. Implementing these recommendations can cultivate a heightened sense of autonomy and cognitive liberty inside Pakistan's higher education system.