bluuebunny/crossref_metadata_2025 huggingface dataset:
PHILOSOPHY, SEXUALITY AND GENDER: MUTUAL INTERROGATIONS
Authors: KAPLAN MORRIS B.
Published: August 2007

These three papers present a quite diverse and complementary set of answers to the question, “Why Sexuality Matters to Philosophy.” They show the ways in which sexuality as an issue may be of interest to philosophers working on a wide range of questions. The theme of sexuality appears as both subject matter and context for the development of scientific theories of human behavior, as a pervasive dimension of the representation of everyday life, and as a social phenomenon raising important questions bearing on the implications of equal citizenship for persons of different genders and sexualities. Sexuality reveals itself as implicated in epistemology and philosophy of science, aesthetics and ethics, political philosophy and jurisprudence. Sexuality as a subject matter provides rich examples for extending the treatment of quite traditional problems. At the same time, by identifying sexuality as a fundamental human phenomenon, fraught with normative implications and closely linked to emotional and bodily life, these papers show how thinking about sexuality may also act to unsettle and redefine certain important areas of philosophical inquiry.
BEYOND THE INTERNAL REALIST'S CONCEPTUAL SCHEME
Authors: CARUANA LOUIS
Published: August 2007

Putnam holds that there can be equally coherent but incompatible conceptual schemes which fit our experiential beliefs equally well. On the other hand however, especially when discussing values, he wants to avoid total relativism because, for him, our choice of values can be considered constant even though our notion of truth varies. I argue that the apparent tension between these two views does not show that the internal realist position is self‐contradictory. The way internal realists like Putnam can hold on to both claims is to emphasise the fact that all inquirers, by the very fact that they are classified as inquirers, must be assumed to have a common cognitive faculty. There is flexibility when it comes to conceptualization, but a certain minimal amount of sameness as regards the evaluation of beliefs. In basic everyday practice, all inquirers have the same doxastic attitude towards some basic propositions. The set of all such universal doxastic attitudes constitutes the non‐plastic aspect of the mind.
EXPLANATION AND REFERENCE
Authors: DURAN JANE
Published: August 2007

I argue that the importance of reference for scientific explanation has been overlooked, and that actual referential stability itself is more important in the success of scientific theories than many apparently believe. Citing the work of Van Fraassen and Lipton, I delineate cases of referential failure, both intratheoretically and intertheoretically, and remind us of the role played by reference in theories both realist and non‐realist. I conclude that work on such areas as contrastive explanation cannot move forward without a better account of reference, and cite previously published material on the relationship between reference and epistemic access.
PEIRCE'S “ARCHITECTURE OF THEORIES” AND THE PROBLEM OF PRAGMATISM
Authors: WELLS KELLEY J.
Published: August 2007

The paper begins as a response to Tom Rockmore's thesis that contemporary pragmatism is a healthy “confusion” of disparate views. While Rockmore sees the need of some of today's pragmatists to provide a motivation for what he calls “epistemic optimism,” I contend that the crucial question of pragmatism, the problem of pragmatism, is the ontological status of pragmatic meaning. Thus rather than a mere “epistemic optimism,” I call upon pragmatists to assert a fallible yet unabashedly metaphysical optimism. The argument supporting this claim is made in the context of Peirce's “The Architecture of Theories.” In “The Architecture of Theories” Peirce opens the door to a pragmatic metaphysics while at the same time committing the error of subordinating truths and reality to “the long run of inquiry.”

Rockmore suggest that the solution may lie in a return to Kant's notion of the “powers of the mind.” However, it is my contention that a solution to this problem cannot be found within Kant at all. I shall argue here that until contemporary pragmatism decisively extracts itself from the Kantian paradigm, the pragmatic philosophic value of pragmatic meaning will always be qualified, conditional and ontologically subordinated, having the same effect upon the standing of pragmatism as a philosophy as well. Moreover, I shall endeavor to show that when the Kantian paradigm is finally abandoned, pragmatism's classic difficulties with realism and what Peircc called “the long run” of scientific inquiry can also be resolved. Kantian “powers of the mind” and constructivist “epistemological optimism” would then be transformed into what I shall call unrestricted pragmatism. On the other hand if the Kantian impediment is not overcome, these difficulties will continue to form the basis of a more sceptical and traditionally restricted pragmatism, one which lacks the confidence desired by both Rockmore and myself.
RELATIVISM AND ABSOLUTISM: HOW BOTH CAN BE RIGHT
Authors: VAN HAAFTEN WOUTER
Published: August 2007

This paper makes a small point concerning the contraposition of relativism and absolutism. Relativism need not be vulnerable to the self‐refutation argument; as for internal consistency both positions can be equally right. They are asymmetric, however, in that according to the absolutist only one of the two positions can be right, whereas from the relativist's viewpoint they can both be right.
ON THE NONCOMPARABILITY OF JUDGMENTS MADE BY DIFFERENT ETHICAL THEORIES
Authors: GRACELY EDWARD J.
Published: August 2007

A major focus of ethical argumentation is (and should be) determining the relative merits of proposed ethical systems. Nevertheless, even the demonstration that a given ethical system was the one most likely to be correct would not establish that an agent should act in accord with that system. Consider, for example, a situation in which the ethical system most likely to be valid is modestly supportive of a certain action, whereas a less plausible system strongly condemns the same action. Should the agent perform the action, arguing that the most plausible system supports doing so, or avoid the action, being conservative about the strong condemnation of it from a less plausible system? I argue that, in general, different ethical frameworks see the ethical world in fundamentally different ways, rendering the comparison of degrees of support and opposition of actions between systems intrinsically invalid. One should indeed choose to act in accord with the most defensible system. I believe that this important topic needs more attention than it has gotten to date.
FREE SPEECH
Authors: WEISSMAN DAVID
Published: August 2007

Recognition of the harms done by free speech is a function of the social ontology presupposed. An atomist ontology implies that the harms suffered are restricted to individual people. This paper suggests an alternate ontology—one that describes systems established by the causal reciprocities of their proper parts. It proposes a consequentialist moral theory, and considers the harms suffered by these systems (a) when speech exposes their internal, otherwise private, behaviors or features, (b) when speech is malicious and false, and (c) when speech is monopolistic. Does the proposed ontology have objectionable implications for public policy? Alternative answers are considered briefly.
AN AMERICAN NATURALIST ACCOUNT OF CULTURE
Authors: BAETEN ELIZABETH M.
Published: August 2007

The basic tenets of “classical” naturalism (exemplified in the work of Mead, Buchler, and Randall, among others) are delineated and distinguished from other versions of naturalism. Classical naturalism is also distinguished from reductive materialism and idealism. Nature is asserted to be indefinitely plural and not amenable to monistic or dualistic categorial schemes; that is, the principle of “ontological parity” is maintained. The method of inquiry of naturalism is outlined, along with the notion of truth as perspectivally objective. The metaphysical hypotheses are then used to examine culture. Culture is found to be the specific environment of human being, arising out of, but irreducible to, other natural processes. Culture is described as the cumulative gestures of the human social organism as it discovers and creates itself in mutual constitution with other natural processes and products.
DECENTERING WOMEN*
Authors: KUKLA REBECCA
Published: August 2007

Abstract: Many recent theorists have argued that the self is socially constituted, or “decentered” by its social world. With surprising consistency, and in various ways, this decentered self has been gendered feminine, by feminists and non‐feminists alike. In this paper I explore whether there is any special link between femininity and decenteredness. I distinguish between two different ways that the self might be decentered – by its position within a cultural order, or by its interactions and relations with particular others. I then ask whether either of these potential forms of decenteredness bear a specific connection to femininity, and I try to spell out several such connections that are suggested by contemporary feminist theoretical writings. I argue that most of these cannot be made plausible or coherent. However, I conclude that there are some senses in which feminine selves are especially decentered, although it appears that the link depends upon women's disempowered social position, and not upon anything to do with femininity as a distinctive identity.
ON THE POSSIBILITY OF FEMINIST EPISTEMOLOGY
Authors: GENDLER TAMAR SZABÒ
Published: August 2007

Abstract: In this article, I propose one way of understanding the expression “feminist epistemology.” I begin from the premise that improper philosophical attention has been paid to the implications of what I call The Fact of Preconditions for Agency: that moral and rational agents become such only through a long, deliberate, and intensive process of intervention and teaching, a process that requires commitments of time, effort and emotion on the part of other agents. I contend that this is a sufficiently important aspect of what it is to be a person that accounting for its philosophical implications may have repercussions not only for moral and political theory, but for epistemology as well. I contend further that, given the current configuration of social possibilities, a theory that acknowledges this Fact might appropriately be deemed “feminist.”

My argument is presented in four segments. In Section II, I show how such a theory could be feminist by providing a discussion of categories of social identity; in Section III, I show how such a theory could be epistemology by describing a strategy of argument from parity. In Section IV, I apply this strategy to a case from political philosophy to show why its counter‐intuitive implications do not provide good grounds for rejecting the suggested redistricting. And in Section V, I apply the same strategy to a case from epistemology to bring out how it might lead to a theory that might legitimately claim to be feminist epistemology.
WOMEN AND THE LAW IN IRIGARAYAN THEORY*
Authors: SCHWAB GAIL
Published: August 2007

Abstract: “Women and the Law in Irigarayan Theory” by Gail Schwab is a reading of French feminist philosopher Luce Irigaray's writings on law together with texts of American feminist jurisprudence. The first part of the article summarizes many of the conflicts surrounding the concept of equality in American feminist legal thought and attempts to move beyond them with the Irigarayan principle of equivalence or equivalent rights. The second part of the article deals more generally with the symbolic changes that will be necessary in order to change the law, and with the cultural evolution that changes in the law can bring about, and more specifically with two areas of Irigarayan legal theory that are central to cultural change and evolution: the concept of female identity or virginity, and the relationship to the mother. In the conclusion, a new utopian vision of what law might be‐the cultural mediation for an evolved intersubjectivity‐is developed through Irigaray's most recent texts.
SOME REFLECTIONS CONCERNING FEMINIST PEDAGOGY
Authors: MCKENNA ERIN
Published: August 2007

Abstract: This paper reflects on some of the risks and requirements of engagingin feminist pedagogy. Feminist pedagogy seeks to promote an interactive classroom, encourage a de‐centered approach to the teaching and learning process, and take differences seriously. Some of these practices may pose risks for the practitioner in an established academic environment where one may be expected to make “pobjective” judgments and assign grades without regard for difference; where pedagogy designed to encourage an interactive classroom may be taken as indicating lack of “expertise” which is often only recognized as such in authoritative assertiveness. If there is a backlash against critiques of the canon and experimentalism in pedagogy, can feminist pedagogy be a coherent practice in today's academic institutions?
Intellectual self‐mutilation
Authors: Robins Kevin , Webster Frank
Published: August 2007

[The] business man is generous to a fault, but one thing he does demand of all teachers and lecturers and journalists: if we're going to pay them our good money, they‘ve got to help us by selling efficiency and whooping it up for rational prosperity? And when it comes to these blab‐mouth, fault‐finding, pessimistic, cynical University teachers, let me tell you that during this golden coming year it's just as much our duty to bring influence to have these cusses fired as it is to sell all the real estate and gather in all the good shekels we can. Sinclair Lewis. Babbitt.
University Financing 1979–86
Authors: Moore Peter G.
Published: August 2007

After a brief resumé of the background to the growth of the university system in the sixties and seventies, ‐ the period of the Robbins report and its implementation ‐ the paper discusses in some detail the financial changes that have occurred over the period 1979–1986. This period covers the removal of overseas student subsidies, the massive cuts exercise of 1981, and the reallocation exercise of 1986. The methods of approach used by the UGC to the 1981 and 1986 allocations are compared and contrasted, whilst the paper concludes with some thoughts on the possible long term consequences of the approach that is now being adopted for grant allocations.
The Scottish Dimension
Authors: Bone Tom
Published: August 2007

The Report of the Scottish Tertiary Education Advisory Council (STEAC), published in December 1985, has proposed that in the northern part of the United Kingdom there should be an alternative to the binary system of higher education, with both the universities and the public sector being planned for and financially controlled by the same body. That suggestion has been welcomed by many Scottish interests, but has raised fears in the majority of university staff, who see a danger of their being cut off from their counterparts elsewhere in the UK.

This article contends that the fears are not essentially Scottish in nature, and that the greatest danger to universities in any system of joint planning and finding is that the body responsible would be bound to take steps to reduce the inequalities which exist between the two sectors. What STEAC has proposed for Scotland should be considered for England and Wales too; the Scottish situation only presents an easier opportunity to achieve it.

The author is not wholly optimistic however. His analysis of the decisions taken in July 1986 by the Secretary of State for Scotland perceives political lobbying as having been of great influence on the outcome of the recommendations dealt with at that time. He wonders whether politicians will withstand the greater lobbying power of the universities against the main STEAC proposal.
Central Government and Higher Education Planning 1965–1986
Authors: Booth Clive
Published: August 2007

The development of a planning body for public sector higher education in England has created the potentiality for an integrated planning approach to university and non‐university higher education. Following a difficult birth, the National Advisory Body has worked with the University Grants Committee on a range of transbinary issues. The contrasting relationships between the Department of Education and Science and the two planning bodies is discussed and the need for further developments of the planning machinery debated. The arrangements for Wales and Scotland are also discussed.
Flexibility in Setting Fees
Authors: Fielden John , Dalrymple Hew
Published: August 2007

In this paper we consider various issues relating to the fees which are charged to overseas students. The introduction of ‘full‐cost fees’ by the Government in 1980 had a dramatic effect on the overseas student intake initially. Since that date there has been a steady, slow recovery in numbers. The home student position has also changed with an end to hopes of steady overall expansion of traditional students and the looming implications of the falling birthrate of the late 1960s and 1970s.

Against this background we consider three topics: experience so far in setting fees, the alternative approaches that are available and the theoretical and practical implications of each.
The Location of Higher Education
Authors: Tight Malcolm
Published: August 2007

Location is an important dimension of higher education, even in a small country like England. While part‐time courses clearly need to be accessible to their potential students if they are to serve a useful purpose, this is also true, though to a lesser extent, of full‐time provision (and many institutions offer both). Widely varying locational strategies have been adopted by institutions of higher education in the past, and the distribution of higher education opportunities remains highly skewed, with university and public sector provision concentrated in particular areas of the country. Greater attention needs to be given to locational considerations in the future planning of higher education if reasonably equal access is to be ensured. Five policy implications of such a strategy are identified ‐ provision should be increased in areas currently under‐provided for; institutions should adjust their provision so as to serve a greater regional and local role; part‐time provision, particularly at first degree level, should be expanded; mixed forms of distance and face‐to‐face higher education should be developed; less emphasis should be placed on the residential element in higher education.
Beyond CATE: A Future for the PGCE
Authors: Preen David
Published: August 2007

The White Paper, Teaching Quality, is reviewed. Its range of demands upon courses underrates or ignores key factors militating against training quality and development of reflective practitioners, in particular paucity of time, unrealistic rates of learning, and certain social‐psychological pressures.

A more realistic partnership between Teacher Training Institutions (TTIs) and schools within a two‐year scheme is essential. Junior and senior ‘inducteeships’ held in ‘teaching schools’ concurrently with training are required. This is largely a matter of redeployment of present funding and relatively inexpensive.

Considerations include: methods and topics in a course framed to meet widening professional concerns of ‘inductees’ and staffing, by fruitful co‐operation between TTI tutors, teacher‐tutors, local education authority advisers and others.
Higher Education and the Media
Authors: Scott Peter
Published: August 2007

Higher education generally is disappointed with the media ‐ and newspapers, radio and television are not very interested in higher education. Stark statements that must be qualified and explained, but still fair headlines that sum up the unsatisfactory relationship between universities, polytechnics and colleges and the media. Of course disappointment with the media is not confined to higher education. Nor are the media often ready to accept the self‐evaluation by institutions of their own significance. But the mismatch between the expectations of higher education and the priorities of the media seems to be especially severe. The purpose of this article is to test the truth of this impression of mutual ignorance, both actual and intentional, and to discuss its consequences for the making of higher education policy.
Academic Standards and Mass Higher Education*
Authors: Trow Martin
Published: August 2007

This article considers the role of academic standards in the wider context of the problem faced by modem societies of how to reconcile the survival and provision of elite higher education with the emergence of mass education. From the advantage of an outside perspective it examines the division between higher and further education and reflects on the implications of that separation and on the costs and consequences of the academic standards that characterise the British system of elite higher education. It considers the prospects for the emergence from further education of a truly mass system of institutions marked by lower per capita costs and lower standards standing alongside and linked with a system of higher education marked by very high academic standards. The article concludes that what is still lacking is a general recognition that all degree‐granting higher education is only a part, albeit a central part, of a broad system of post‐secondary and continuing education, marked by a diversity of standard, mission and cost, which has as its mission the advanced education of a whole society and not just its leadership.
Accountability and Inspection in Higher Education
Authors: Perry Pauline
Published: August 2007

Accountability has now become a major theme for higher education internationally as well as in the UK. Universities were guaranteed autonomy by their charm, although polytechnics were accountable from their first designation. Both sectors now, however, have been asked to make themselves more publically accountable.

There are many different views about the purposes of higher education, therefore the measurement of its success is not easy. Some fm of measurement of the effectiveness of its activities in teaching and research is however urgently needed. The most important measure of teaching quality is the attainment of students at the end of their course, but the success of teaching depends on many external factors, including resourcing and effective institutional management.

Too few attempts to measure the quality of teaching in the classroom have been made, but Her Majesty's Inspectors have been assessing the quality of classroom experience for many years, and their reports have been published since January 1983. Their methodology of inspection has been developed considerably, and has many features worthy of note. It need not be seen as a threat to academic autonomy.
University Planning and Management in Conditions of Complexity and Uncertainty
Authors: Bruton M. J.
Published: August 2007

Since 1979 the Conservative Government in the UK has made it clear that the kind of teaching and research it will support should (a) be constrained by public expenditure expectations and (b) efficiently and effectively serve the needs of society at the same time as assisting in the recovery of the national economy. This paper examines the implications of this policy for the management of UK universities, concentrating on the impact of uncertainty and the inter‐related nature of complex public policy problems on the internal resource allocation processes.
Politics and Money in British Science
Authors: Engineer Martin Ince The
Published: August 2007

About £8 billion a year is spent on research and development in the UK, and the money is found by bodies ranging from the UGC ‐ whose interest is in supporting good long‐term science and technology ‐ to research councils with strategic research and development objectives and firms and government departments wanting solutions to their own scientific and technological problems. And the structure for funding research and development in British academe is changing rapidly, in a highly political manner. What are the threats and opportunities for British academics in the new world of British research and development funding?
The New Inter‐Disciplinary University Research Centres: Avenue of Expansion or Road to Retrenchment?
Authors: Hoch Paul K.
Published: August 2007

This paper considers the background to the proposals of the Advisory Board for the Research Councils (ABRC) to channel the bulk of university science research allocations through new inter‐disciplinary University Research Centres (URCs) in research areas of potential strategic economic exploitability, for the most part in selected research universities within a proposed three‐tier university system. The proposals are set against the background of Britain's declining economic competitiveness, higher education's present need to justify itself to government in increasingly utilitarian terms, and the ABRC's plans for stretching limited resources by further concentrating university science and scientific research in fewer departments and centres. The origins of the URC model are examined and related to similar centres now being introduced in America. Mobility between the URCs and university departments is seen as a key issue, as is the question of whether a balance of resources can be maintained between the two. The relations between URCs, industry, and the new Centre for Exploitation of Science and Technology is also seen as important. A sensitive issue is whether or not the sort of concentration and redirection of research resources envisioned by the ABRC will result in long‐term distortions of scientific development ‐ and of the overall intellectual directions, shape and standing of British universities.
Research Performance Indications in the University Sector
Authors: Johnes Geraint
Published: August 2007

Bibliometric tools of analysis are becoming increasingly common as means of measuring the research output of university departments. This paper provides a critical review of these techniques. It is concluded that such methods may profitably be used to enhance our understanding of the optimal research environment within each subject area. However, their ability to measure performance is extremely limited.
The University of Buckingham after Ten Years ‐ A Tentative Evaluation
Authors: Shaw G. K. , Blaug M.
Published: August 2007

The University of Buckingham is now more than 10 years old. This would seem an opportune moment to evaluate the achievements of the only privately financed university in Britain. One might evaluate Buckingham from a number of standpoints but we have decided in this essay to evaluate it in the light of the purposes for which it was founded as expressed in the objectives laid down by its ‘founding fathers’. We might instead have opted for such ‘performance indicators’ as admission standards, degrees conferred, wastage rates, post‐graduation employment records, research grants awarded, and the like, in comparison with results achieved elsewhere in British higher education. But we think that little purpose would be served by such comparisons since Buckingham is too young an institution to have settled down to a steady state. Nevertheless, we have supplied relevant data below, which will allow the reader to form some judgement on where Buckingham stands in respect of these matters.
The Role of Central Government in Higher Education
Authors: Kernel Peter
Published: August 2007

This paper addresses three questions:

(i) How has the role of central government in higher education evolved?

(ii) What have been the main concerns of government?

(iii) How should government canny out its role?

The first two questions are examined by looking at the historical record in Australia. Australia's experience does not differ greatly from that of Britain.
Trends in Funding Arrangements
Authors: Clayton Keith
Published: August 2007

For some 15 years after the Robbins report, funding was not a major issue in higher education as the system expanded to meet both the wider intake encouraged by Robbins and the growth in school leavers which continued through to the early 1980s. Since the oil Crisis of 1974, government has been seeking reductions in expenditure, and the finding bodies have struggled to find arguments for retaining what they see as adequate funding. This has involved reappraisal of the basis of grant, so far without ambling at an approach which comes weight both with government and the institutions concerned. The historical sequence adopted in this account helps to explain hour we have got where we are and may indicate where we should go in future; certainly the current situation is muddled and unsatisfactory.
In Search of Excellence —Performance Assessment in the United Kingdom
Authors: Sizer John
Published: August 2007

It is argued that developments in institutional, departmental and individual performance assessment in the United Kingdom cannot be considered in isolation from pressures to change from bee, oligarchic and consensus models and administrative styles of management towards a shared commitment to a dominant and coherent entrepreneurial and market economy model culture with executive styles of management, which implies institutional and managerial performance being assessed in terms of economy, efficiency and effectiveness with increased emphasis on effectiveness.
Staff Development in Universities: Should There be a Staff College?
Authors: Piper David Warren
Published: August 2007

Drawing on 18 years of experience in university staff development the author considers the way staff training is regarded by academics and relates it to the concept of ‘professionalism’ among university teachers. He describes a two‐year in‐service course for teachers in higher education as an illustration of one form a professional training might take and argues the case for soundly basing such training on considerations of principle and theory. Changing attitudes and perceptions is perhaps more important than learning classroom skills, or management technique. Training should be informed by research but the author illustrates ambivalent attitudes rewards research on universities with a deception of recent personal experience in connection with a national research project on examiners. The inseparability of institutional research and staff development is illustrated with an account of a stuff development exercise associated with the introduction of staff appraised schemes. Lessons are dram from each of the illustrations to suggest some of the key characteristics desirable in a staff college for universities.
Continuing Education and the Redrawing of Boundaries
Authors: Schuller Tom , Tight Malcolm , Weil Susan Warner
Published: August 2007

Continuing education, broadly defined to include both vocational and non‐vocational kinds of provision, is having an increasing impact within higher education. Its further expansion is now part of government strategy. This expansion will not be achieved without difficulties, and it poses considerable and varied challenges to those who work in higher education. In this paper, we focus on the effects that continuing education is having on established boundaries within higher education — boundaries between different sectors and types of provision, between different subjects and ways of teaching, and between higher education staff and their different skills. As the provision of continuing education increases, existing boundaries will change, become more permeable or be broken down altogether while new divisions and distinctions are created and built up.
Industry Finds its Voice — and Higher Education an Unexpected Ally
Authors: Coldstream Patrick
Published: August 2007

Industry begins to feel it can contribute more to joint effects with higher education now that its voice is being heard on broad issues about higher education's priorities. Companies consulted by the Council for Industry and Higher Education lay stress on higher education's teaching function and on the need for broad education, training versatile minds. Universities should not be diverted from curiosity‐led research work by over‐much concentration on applied work. Companies particularly value collaboration ventures but will gladly pay market prices for specific contracts that offer something intellectually special.

Examples are given of initiatives taken by companies and of companies now beginning to adopt overall policies towards higher education.
Marketing as Matching
Authors: Coldstream Patrick
Published: August 2007

This paper explores the concept of matching the activities of higher education institutions to the needs of a wider society. The author recognises that universities and polytechnics have absolute loyalties beyond the market‐place. Nevertheless, now as never before there is an environment in which mututally advantageous relationships between higher education and the world of industry can be developed.
Marketing of Higher Education: Problems and Issues in Theory and Practice
Authors: Duncan J G
Published: August 2007

The purpose of this paper is to offer a positive challenge to the current state‐of‐the‐art and status of marketing theory and practice in higher education. As such, it stands in an academic tradition which attempts to stimulate thinking and raise awareness about a range of ‘issues in practice’ which have to be addressed, if our ideas are to progress beyond, what can at best be categorised as, ‘naive marketing’ in education.
Planning for Quality: Advice respectfully tendered to the Polytechnics and Colleges Funding Council
Authors: Booth Brian
Published: August 2007

What is ‘quality’ and how should it be handled by a funding body? This article discusses the practical implications of concern for quality in the PCFC sector of higher education, the role of institutions and of external agencies other than the PCFC. It concludes by offering advice to the PCFC on its policies towards the preservation and enhancement of quality.
The Scope for Stimulation of Demand for Higher Education
Authors: Keen Clive
Published: August 2007

Calls for the large‐scale expansion of British higher education raise fundamental questions about supply and demand. An increase of 400,000 students by the turn of the century would require action both to stimulate demand and encourage institutions to meet it. This article considers the main types of market that higher education will need to develop in order to fulfil such an ambitious target and concludes that a very substantial marketing effort would be needed in addition to financial incentives if the opportunities available are to be grasped.
The New Government Strategy for Higher Education in the Netherlands: An Analysis
Authors: van Vught F. A.
Published: August 2007

In the Netherlands a new government strategy for higher education is emerging. This new strategy is presented by the Ministry of Education and Science as a development of more institutional self‐regulation and a distancing of government from day to day higher education affairs. This article asks whether the Dutch Government is really allowing higher education institutions to become more autonomous. To answer this question two recent policy papers on higher education from the Ministry of Education and Science are analysed using a theoretical model of natural selection drawn from organisation theory.
Universities and the Public Purse: an Update
Authors: Beloff Lord
Published: August 2007

This paper examines the arguments put forward by the author in an article published in Minerva in 1967 about what he saw as the demonstration of the incompatibility between the state‐funding of higher education and university autonomy, in their relation to developments since that time. It deali with the increased intmentionism of the DES and the Treasuy during the period between that date and the Education Reform Act of 1988 and the likely impact of the new finding system upon what survives of university autonmny. The paper argues that the increased pressure upon universities ‐ unnecessary and damaging as it is ‐ does not flow merely from the policies of individual governments or the ambitions of civil semants but reflects the indqference of the general public to university values. Given that other democracies have in various ways seen something of the same, the paper concludes that we may be witnessing the end of the university as an autotumous community of scholars.
The Accumulation of Cultural Capital: The Funding of UK Higher Education in the Twentieth Century
Authors: Tribe Keith
Published: August 2007

Recent discussion of future models for development in UK higher education pay insuffcient attention to the long‐term structural development of higher education systems in Europe and the USA. It is argued that, contrary to widespread belief, the US system has itselfrelied heavily on state and federal funding since the period of its major expansion in the inter‐war period. It is also suggested that the problem with the UK higher education sector is that is has always lacked the level of private funding available to the US system. There are therefore few grounds to support the view that expansion of the UK higher education sector can be based on an increased level of private finance; this has never been available to a signifiant degree, and even the US system does not noeo rely on it as much as on state funding.
Academic Tenure and Conservative Philosophy*
Authors: Allison Lincoln
Published: August 2007

The purpose of this essay is to investigate the meaning and justifiations of ‘tenure’ for university stanand to relate those justifiations to the mainstream of ideas in political philosophy, with particular emphasis on such ideas as can reasonably be described as ‘conservative’.
Measuring University Performance: Never Mind the Quality, Never Mind the Width?
Authors: Pollitt Christopher
Published: August 2007

After setting perfmance measurment in the context of the broader changes affecting universities the paper enquires how far the actual measures used to date by British universities reflect that wider environment. Detailed analysis of the indicators concerned indicates that most – particularly those developed by the CVCP/UGC – are narrowly conceived. The research selectivity measures of the UGC/UFC are more ambitious, but even these take little account of ‘value‐added’ issues – and entirely fail to address teaching. Comparison with the best of US practice indicates that greater sophistication is technicalt) achievable. The failure, as yet, of the British system fully to explore issues of quality and relevance may be connected to the different snucture of the higher education sector in Britain, and in particular to the combination of a powerful, economy‐minded central government with weak consumer power.
An Investigation into the Structure of Higher Education Funding
Authors: Brons Reyer
Published: August 2007

Who pays whom for what, is a fundamental question in the structure of higher education finding. This article starts with the construction of a Frame of reference to describe the parties involved in higher education, the flows of lnoney between them and their relations. The usefullness of this frame Will be shown by projecting some existing financing systems and by describing current changes in financing systems. In order to judge a certain financing system one needs critetia. These critetia we define in terms of goals, results and costs. They differ for each of the parties involved in higher education. They are treated in relation to the structure of the financial flows.
Access — the Problem and Potential
Authors: Harrison Michael J.
Published: August 2007

The article sketches the centrality of ‘access’ to Government thinking but questions the compatibility of this ideological commitment with the current funding regime. Whilst focussing upon the success of ‘access courses’ in promoting alternative, high quality routes to higher education it indicates the depth of cultural and institutional change required if access and mass higher education are to become realities. By clearly distinguishing between expansion and opening access, the article makes some pragmatic suggestions as to how the latter can be achieved.
Doubling Student Numbers — What are the Prospects?*
Authors: Pearson Richard
Published: August 2007

This article looks at the feasibility of doubling the number of first degree students in the UK and considers the likely patterns of change in the 1990s. It looks at the changing policy towards higher education in the UK, and provides an analysis of the types of students entering degree courses. It then looks at the past expansion of higher education and degree courses. An overview is then given of what happens to these students when they graduate in terms of employment and other destinations. Consideration is given to the likely trends in the supply and demand for graduates in the 1990s. The types of changes an academic performance and participation which would be needed to double student numbers over the next 25 years are next reviewed using a model developed by the IMS. Conclusions are drawn about the likely changing balance of supply and demand in the 1990s.
On Visions of the Market Place
Authors: Neave Guy
Published: August 2007

Few of today's reforms in higher education are not, in one way or another, justified by invoking the need to be more responsive to ‘the market’. But what is understood by this term, as too the policies which result from it, vary widely across countries. This article, which examines current developments in France and in the Federal Republic of Germany, suggests that the concept of the market and of competition is interpreted in very different ways and is perceived by academia with similar variety. It concludes that the policies developed in Britain are far more radical in their undiluted application of ideologically‐driven measures than their two major European partners.
Academic Science as a System of Markets
Authors: Ziman John
Published: August 2007

It is instructive to think of UK academic science as in interlocking system of ‘markets’, where ‘vendors’ offer ‘commodities’ to ‘customers’ in return for ‘currencies’. In the institutional market, higher education institutions compete commercially as research contractors. Money is also the effective currency in the markets in projects, academic jobs and intellectual property rights. But these are linked with the metaphorical reputational and research claims markets where academics compete fiercely for intangible ‘recognition’.

Some typical market imperfections, such as research customer monopsony, arbitrary variations of project pricing, inadequate information on quality, and rigidities of staffing, could be reduced by systematic reform. But some current structural problems are deep‐seated. For example, damaging conflict between institutional and individual interests is being generated by the introduction of commercial ‘market forces’ into the traditional academic marketplace, where competition was always by quality, not by price, and where individuals could enter and leave at minimal personal cost.
The Merging of the PCFC and the UFC: Probable, Desirable or Inevitable?
Authors: Ball Christopher
Published: August 2007

Post‐war growth of higher education has attracted the interest of national governments. They are properly concerned with higher education's contribution to economic success and equity, and the efficient and effective use of public funds. They can intervene by means of legislation (which is unwieldy), exhortation (which is ineffective), or funding incentives. Funding councils must operate within a social and political context which determines the balance between planning and the market, central and local direction, public and private funding. They have only four strategies to choose from: deficiency‐, formula‐, contract‐, and core‐funding. The first was nearly fatal; the last is the preferred option for the future.

There are two issues: the merging of the two funding councils (PCFC and UFC), and the ending of the binary system. The first could produce a welcome single guiding intelligence for UK higher education, and economies of scale. The second raises the question of the funding of fundamental research. The merging of PCFC and UFC and the reorganisation of research‐funding is a two‐headed nettle. It must be grasped soon.
Reflections on the Merger of Royal Holloway and Bedford Colleges 1981–85
Authors: Wedderburn Dorothy
Published: August 2007

The paper discusses the factors which led to the merger of Royal Holloway and Bedford Colleges, University of London over the period 1981–85 and which resulted in the formation of Royal Holloway and Bedford New College in 1985. The merger was the first step in a radical reorganisation of the nonmedical Schools of London University. The paper examines the internal and external decision making processes involved, as well as the academic and financial planning. It suggests some lessons which might be drawn from the experience, which include the problems of estimating costs and benefits; whether or not there is an optimal minimum size for a university institution even when part of a Federal University; and the problems of reconciling strong creative leadership to deal with a continually changing external environment, with the traditions of participation and collegiality which are thought to have characterised the academic environment.
Resource Implications of Mergers: Are There Any Economies?
Authors: Fielden John
Published: August 2007

Academic observers have for some time been questioning whether industrial mergers produce identifiable economies of scale. They have found little evidence that efficiencies result from mergers. Is this also true in higher education? What does the evidence tell us about the practical implications of recent mergers? This paper examines this topic from a strictly empirical perspective. We begin by studying as an analogy, the recent mergers of professional accounting and consulting firms and me then turn to higher education and look in detail at the savings and the extra costs claimed from recent mergers.
A Founding Father Reflects
Authors: Briggs Lord Asa
Published: August 2007

This paper, written by a member of the UGC and its ‘New Universities Committee’ in the early 1960s, follows some of the arguments of the time surrounding the expansion of the university system. It sets out the author's reflections on the experiences and aspirations of those who were central to the foundation of the new University of Sussex.
The Idea of Quality: Voicing the Educational
Authors: Barnett Ronald
Published: August 2007

What counts as quality is contested. The different views of quality generate different methods of assessing quality and, in particular, generate alternative sets of performance indicators (PIs). However, PIs are highly limited in their informational content, and have nothing directly to tell us about the quality of the educational processes. Given the contested character of ‘quality’, performance evaluation should be framed so as to permit the equal expression of legitimate voices, though founded on the teaching staffs critical self‐reflections. The anarchy of viewpoints that this approach might seem to generate can be combated in part by focusing performance review on the educational processes and the educational development of the students. Doubts remain about the allegiance of the academic community to such an educational agenda.