Higher education institutions are autonomous in scientific, pedagogical, cultural and disciplinary terms.

• Scientific autonomy consists of the ability to define, program and execute research and other scientific activities.
• Pedagogical autonomy includes the ability to draw up curricula, define the content of curricular units, define teaching methods, affect resources and choose the processes of knowledge evaluation.
• Cultural autonomy translates into the ability to define the training program and cultural initiatives.
• Disciplinary autonomy confers the power to punish, in terms of the law and the statutes, disciplinary infractions committed by teachers, researchers and other employees, as well as students.

Thus, within the ambit of the refered autonomies, subjects such as the specific conditions of entrance in the courses, the conditions of operation of the courses, the study plans, the precedence and evaluation regimes, the prescription regime, the training accreditation, curricular transition norms, deadlines for issuing academic documents, changes in schedules and operating regimes, or deadlines for responding to requirements.