bluuebunny/crossref_metadata_2025_split huggingface dataset:
CLASSICAL AMERICAN PRAGMATISM: THE OTHER NATURALISM
Authors: ROSENTHAL SANDRA B. 
Published: August 2007

AbstractThis essay compares and contrasts pragmatic naturalism with the more well known position of epistemological naturalism on several pivotal issues, in the process offering a pragmatic critique of the latter. It highlights their common rejection of both foundationalism and a priori methods and their positive claims that: what needs examination is not our concept of knowledge but knowledge itself; knowledge must be understood as tied to the world and as a natural phenomenon to be examined in its natural setting; the epistemic endeavor involves unifying its three traditional projects of giving an account of what knowledge is, explaining how knowledge is possible, and providing useful epistemic advice, thus involving normative considerations; and the method of gaining knowledge in general is continuous with the method of science. Yet, there are very great divergences between the two naturalisms concerning the answers offered, and these are explored and evaluated in the development of the essay.
Government and Higher Education
Authors: James Robert Rhodes 
Published: August 2007

Abstract The so‐called ‘dialogue’ between Government and higher education is bedeviled with mutual incomprehension of the difficulties of the other, and in the case of many in higher education a failure to appreciate how and why the political climate has altered since the euphoria and expansion of the 1960s. Both sides are victims of changes in attitudes and expectations which many have not filly grasped, and there has been a persistent failure to pose, and attempt to answer, the vital question as to what higher education is really for. The author, a former Fellow of All Souls, Oxford, and Professorial Fellow of Sussex University, MP for Cambridge since 1976 and, between 1979 and December 1985, Liaison Officer for Higher and Further Education, has been in the unique position of being on both ‘sides’.
Overseas Students in the United Kingdom: Some Recent Developments
Authors: Williams Lynn 
Published: August 2007

Abstract ‘At last overseas students are being taken seriously rather than for granted’. This assessment by a THES leader writer (4 April 1986) is a fair reflection of how the attitudes of both Government and Britain's higher education institutions have changed over the last few years. Until relatively recently, overseas students were regarded as little we than a fact of life whose presence here was very largely a reflection of Britain's post‐imperial contacts and responsibilities. They occupied a far from central position either educationally or politically. Now, however, the overseas student question is firmly established on the political agenda und serous attempts are being made to develop coherent national and institutional policies. This paper casts some light on how this change has come about. It begins by outlining the ways in which British policy has evolved since about 1980 and goes on briefly to analyse recent trends in overseas student enrolment in this country.
Government Policy Towards Overseas Students: An International Perspective
Authors: Woodhall Maureen 
Published: August 2007

Abstract There are now over one million foreign students studying in universities or colleges outside their own countries. The number of foreign students increased very rapidly in the 1970s and several host countries became concerned at the rising cost of subsidising students from abroad. Several countries, including Australia and Canada, as well as Britain, introduced differential fees for overseas students while other countries use quotas to regulate or restrict foreign student numbers. Other countries, notably Japan, have tried to increase recruitment of foreign students. This paper compares recent enrolment trends and developments in government policy towards foreign students in ten countries (Australia, Belgium, Canada, France, West Germany, India, Japan, Russia, United Kingdom and United States of America).
Making the Most of Overseas Students
Authors: Fenwick Keith 
Published: August 2007

Abstract The educational case for overseas students has been put back on the agenda by present financial difficulties of higher education. Alternative and sometimes conflicting rhetorics of ‘interntationalism’ and ‘Third World modemisation’ now have to be re‐examined. The general case for overseas students stemming from liberal education principle can be supplemented by specification of a range of benefits they may bring. One condition of realising these benefits is systematic thinking and positive action in the institution; another, even more fundamental, is the integration of overseas student provision into an international education policy, and of that policy in the overall policy of the institution.
Salad Days without the Dressing? What British Higher and Further Education Institutions Can Do for Their Overseas Students
Authors: Niven Alastair 
Published: August 2007

Abstract This article summarises the present status of overseas students in Britain. It then considers the responsibilities of the institutions towards them at various stages of the relationship: the quality of pre‐arrival and orientation information; guidance about immigration; accommodation needs; dealing with the most common problems ‐ loneliness and homesickness, finance, academic progress. It is suggested that overseas students should be seen as an asset and even a resource in the local community. Too often they are perceived as a passive entity but they are quickly waking up to their significance in the financial struture of higher education. Institutions which fail to recognise that they have considerable continuing obligations to the students they recruit from abroad will in the long run do no good to themselves or to the reputation of British higher education.
From Great Expectations to Bleak House
Authors: Silver Harold 
Published: August 2007

AbstractThe fortunes of higher education from the 1960s ‐ not a linear descent but a complex picture. How closely does the declining reputation of higher education at least in central government circles ‐ correlate with declining economic and technological performance, and how much has it been a product of other factors ‐ for example, binary policy or student radicalism? The article addresses these questions and other features of the loss of higher education's esteem across the two decades from the Robbins report to Sir Keith Joseph's Green Paper.
Le Roiest Mort; Vive le Quoi? Croham and the Death of the UGC
Authors: Moodie Graeme C. 
Published: August 2007

AbstractThe Croham report has its roots in the Jarratt report on university efficiency; its first fruit is the White Paper on Meeting the Challenge. Croham's message has been significantly transformed, and the last important vestiges of the classical UGC system removed. Detailed examination of both documents nevertheless suggests that not all virtue has gone from the system and that there might yet be hope that the more autocratic wedges inserted by the White Paper will not be driven home. In part this will depend on the universities themselves as well as on the UGC's successor.
Universities in Hard Times: Some Policy Implications and Managerial Guidelines
Authors: Sizer John 
Published: August 2007

AbstractThis paper arises from research project funded by the DES which was concerned primarily with the impacts of, and nine British universities' responses to, the UGC's grant letters for 1981–82, dated 1 July 1981. At a time when future funding of universities is under review and Vice‐Chancellors and Principals are faced with managing further financial reductions it considers some of the policy implications for the DES and UGC, provides guidelines drawn from experiences of managing significant financial reductions, and highlights the leadership and managerial roles of Vice‐Chancellors and Principals.
Recent Developments in the Funding of University Research
Authors: Clayton Keith M. 
Published: August 2007

AbstractThe UGC norm‐based allocation of 1986, the current proposals for the rationalisation of departments, and the proposals of the Advisory Board for the Research Councils (ABRC) for R, X and T class universities are assessed against the actual operations of productive science departments and their patterns of expenditure on research as revealed born a recent sample survey. It is concluded that the UGC's norm‐based allocation did not in any systematic way secure increases related to current research activity except for those cases where this came from the student number‐based teaching element. Only the creation of larger departments seems likely to increase research output, and often that will best be achieved by increases in student numbers and their associated funding. Institutions similar to T class universities can be achieved by encouraging the recruitment of students at the expense of the public sector, but the distribution between R and X class universities is unsustainable.
Trends in Funding Arrangements
Authors: Aitkin Don 
Published: August 2007

AbstractIn the mid‐1980s Australian higher education is experiencing a great change in the policy inspired by the Murray report of 1957 and the Martin report of 1964 which provided the main guidelines for policy during the next 20 years. It is particularly important that expenditure on research be given a much sharper focus and this paper examines some of the reasons for this claim and the background to the announcement in September 1987 of the establishment of an Australian Research Council as part of a single super Department of State, the Department of Employment, Education and Training.
The Access Course Route to Higher Education
Authors: Woodrow Maggie 
Published: August 2007

AbstractNowadays access has become probably the most fashionable word in the world of higher education. Its popularity owes much to demographic desperation, but something also to the success of Access entrants in higher education. In the current climate, Access Courses, so recently labelled a threat to quality, have apparently come in from the cold, and are now identified as one of, ‘three recognized routes to higher education’. Yet, by comparison with the other two routes (‘A’ levels and vocational qualifications) very little is known about these courses and Access students are still classified as ‘non‐standard’ entrants.This paper offers a basic guide to Access Courses, predicts their future in a post‐Reform Bill world and considers whether the, present a lifeline or a threat to conventional departments, as the focus of debate begins to shift from the quality of the entrant to the quality of the higher education curriculum, and the question is not only who higher education is for but increasingly what is it for?
The Reform of French Higher Education, or the Ox and the Toad: A Fabulous Tale
Authors: Neave Guy 
Published: August 2007

AbstractOver the past four years, France has been engaged in a massive reform of its higher education system, reshaping the structure and content of studies from undergraduate through to research degrees. It is commonly acknowledged, by Right as much by the Left, that France is not educating enough students at higher education level and that, if intentions are acts, then by the turn of the century, the size of the intake should rise by half again to around 2 million enrolments. This consensus, however, is fragile and limited. Whether it can hold together depends as much on the way complementary refines in the field of management and participation structures are carried out as upon the attitudes of deeply vested interests inside the university. In essence success of the technocratic consensus for growth remains hostage to the profound political divisions that are to be found inside that institution.
Research Performance Indicators Based on Peer Review: A Critical Analysis
Authors: Gillett Raphael 
Published: August 2007

AbstractThe validity of indices of departmental research performance based on three different types of peer review is critically examined. The three types of peer review under investigation are: journal peer review, grant‐giver peer review, and impressionistic peer review. It is shown that, of the indices considered, only those based on journal peer review constitute true performance indicators that are capable of yielding a reasonably valid measure of departmental performance. A basic requirement of a performance indicator is that it should relate output to input. None of the indices based on grant‐giver peer review or impressionistic peer review satisfies this criterion. They are therefore unable to provide the information that the UGC seeks to obtain in its 1989–90 evaluation, namely, an indication of the cost‐effectiveness of departmental research programmes. On both a priori and empirical grounds, indices based on grant‐giver peer review and impressionistic peer review are shown to yield unsatisfactory measures of departmental research performance. Fifteen serious defects are identified in indices based on grant‐giver peer review, and nine major flaws are highlighted in indices based on impressionistic peer review. Implications for the conduct of the UGC's 1989–90 evaluation are discussed.
The Robbins Trap: British Attitudes and the Limits of Expansion*
Authors: Trow Martin 
Published: August 2007

AbstractThe Robbins Report (1963) helped to justify and chart the great expansion of British higher education in the decade and a half following up its publication. But this liberal and expansionist document has also served to limit the growth of British higher education by affirming the values and assumptions that define the English ‘idea of a university’. Among these values are:

the monopoly by state supported institutions of study leading to degrees;
their commitment to high and common academic standards for the honours degree;
a degree earned through full‐time study over three years; and
the costs of student maintenance and instruction being borne wholly (or nearly so) by the state.

These values and commitments, accepted by Robbins and the academic community as a whole, are incompatible with the provision of mass higher education to much more than the 15 per cent of the age grade currently enrolled in British higher education.
Loans for Learning: The Loans versus Grants Debate in International Perspective
Authors: Woodhall Maureen 
Published: August 2007

AbstractAfter 25 years of debate, the government has announced that it intends to introduce a system of ‘top‐up’ loans, to supplement maintenance grants for students in higher education. Other countries, including Sweden, West Germany and the USA already have student loan schemes and the Australian Government has recently announced a ‘higher education contribution’, to be collected via the tax system. There have been proposals in Britain for a more radical system of student loans, collected via National Insurance contributions, or for ‘vouchers’ for tuition fees. This paper considers the arguments for and against loans, and the various policy options and concludes that the time is right to introduce a combination of grants and loans, but that the new system should be carefully monitored.
Marketing Higher Education
Authors: Moore Peter G. 
Published: August 2007

AbstractThis paper reviews the development of higher education since the end of the Second World War and explores the way it has been marketed over that period. The advent of a marketing concept is dated from the early 1960s, with the establishment of UCCA and the great public relations effect of the Robbins Report. The final sections of the paper explore the concept of strategic planning in higher education and the development of marketing strategies within a strategic plan.
Marketing British Higher Education Overseas: The Response to the Introduction of Full‐Cost Fees
Authors: Woodhall Maureen 
Published: August 2007

AbstractSince the introduction of full‐cost fees for overseas students in 1980 there has been a marked increase in marketing activities in British universities, polytechnics and in some other institutions of higher education. A survey of 33 universities and public sector higher education institutions in 1985 showed that 90 per cent undertook some form of marketing to attract overseas students, and 70 per cent reported that they had intensified their recruitment and marketing efforts since 1980. The British Council's Education Counselling Service, established in 1984, is now extremely active in certain countries, such as Malaysia, Singapore and Hong Kong. As well as increasing their publicity, many institutions have also strengthened their support services for overseas students and have developed new courses for the overseas market, particularly short courses at both undergraduate and postgraduate level. Although there have been some instances of institutions adopting a ‘hard sell’ approach, most recognise the need for ‘responsible recruitment’ policies, and many are now developing comprehensive strategies covering admissions, financial support, the structure and content of courses for overseas students and academic and pastoral support services, as well as marketing. Partly as a result of increased marketing activities, the number of overseas students, which fell sharply after 1980, has been rising steadily since 1983, and the number in universities is higher now than before the introduction of full‐cost fees. It is estimated that spending by overseas students now exceeds £1 billion.
Student Loans: a Northern Ireland Perspective
Authors: Cormack R. J. , Osborne R. D. , Miller R. L. 
Published: August 2007

AbstractThe government's proposals for a student loans scheme has been inadequately thought‐out and researched. Mr Baker's commitment to increase participation in higher education, and hence to increase the ‘outflow’ of much‐needed graduates, may well be undermined by the proposed scheme. In particular, what has been missing in the debate on loans has been a regional perspective. Northern Ireland offers a useful example in that, despite being the most economically depressed region in the United Kingdom, recent participation rates have already come close to the rate Mr Baker is aiming for in other parts of the country.We cannot predict the effect of the loans scheme on participation rates. However, in present circumstances and under present policies, our guess, based on extensive survey research, is that the proposed loans scheme will diminish participation rates, particularly among those Mr Baker has targeted for special attention. Secondly, the cost of the proposed scheme to the government will be much higher than envisaged. Regional evidence from Northern Ireland suggests that large numbers of graduates will take a long time to earn sufficient salaries to rise above the 85 per cent threshold, if, in fact, they ever do.
Structural Uniformity and Functional Diversification: Swedish Higher Education Ten Years after the Higher Education Reform
Authors: Askling Berit 
Published: August 2007

AbstractThe Swedish higher education reform in 1977 was designed to create an integrated and unified system, by including all post‐secondary education in a new structure. The governance and organizational pattern were designed to support flexibility, creativity and capacity for innovation. The inner life of higher education today reflects these intentions of the reform but is also characterized by market‐orientation and market‐dependency. These new and strange issues in the higher education context are influencing the everyday life of an educational system, in which notions of centralism, uniformity and state legitimation are still taken for granted.
Education and Culture: a Perspective from Higher Education
Authors: Gaskell S. Martin 
Published: August 2007

AbstractThis article raises questions about the cultural values of higher education today. It states a range of concerns about students, institutions and some at least of the Government's policies. At every level from government downwards there is a tendency to fall back on means rather than objectives. Social attitudes and those held within education reflect uncertainties about the moral responsibilities of higher education. The classical cultural definition of higher education as an end in itself has encouraged an exclusive view, detached from the real world. The article discusses how cultural expectations can be defined in relation to higher education today and suggests some of the issues that need to be addressed. It is based on a paper originally presented to a Consultation on ‘Education and Culture’ at St George's House, Windsor in December 1988.
Changes in the European University: From Traditional to Entrepreneurial
Authors: Wasser Henry 
Published: August 2007

AbstractMajor changes are happening in European universities, associated with changes in the funding awangements. Success in the market place is supplanting peer group recognition as a criterion of university achievement. Science is being supplanted by technology. This article examines these changes in the light of the historical devebpent of the European university and with particular reference to changes in Swedish universities.
Financing Universities in the Federal Republic of Germany
Authors: Alewell H.C.K. 
Published: August 2007

AbstractFinancing universities in times of increasing demands in all fields of public expenditure is a problem of nearly all European counnies not least because of the ongoing process of European integration. Comparing the different national systems of financing universities may be a means to foster cooperation and competition in a step by step growing network of universities in the European Community. This paper tries to give some insights into the German system; special considerotion is given to its federal structure and its implications for the universities' financthg system, because these problems may be of interest to other countries also. Of course this survey cannot be complete; details must be left to detailed information. The first part of the paper gives a survey of the higher education system in the Federal Republic of Gennany. The second part deals with the sources of funds, including the structure of mong streams to the universities. The third part refffs to the restrictions in using state money in the universities and the problems resulting; the fourth and final part concentrates on problems of the future, especially getring third party finds, and the diversifiation. of financing.
Private Funding for University Research in Europe — Some Models and Conceptions*
Authors: Neuhoff Klaus 
Published: August 2007

AbstractSocial scientists have discovered only recently that there exists between the two major forces of modern (Western) societies (that is the market on the one hand and government on the other hand) a third sector. This sector is characterized by forces like voluntarism, idealism, generosity, autonomy of action in the public interest, brotherhood, charity and institutions like private giving, free associations and societies, philanthropic foundations and charitable trusts. The third sector is helpful in achieving voluntaty social justice outside the enforced contributions of government. If government retreats even more the future from investing an adequate share of total revenue in the science community and higher education at large, this social sub‐sector will need to look for alternative funding sources. Industry as contractor (naturally paying for the goods and services delivered by the higher education sector) may be one source. The third sector, known to many of the institutions of higher education for centuries, should be another. In the highly competitive environment of the future loyalties and other benign attitudes are no longer to be taken for granted, not even by alma mater. Therefore, higher education should invest some time and talents, as well as some ECUs in order to come to terms with this sector and to get a better share from its grant‐making capacities. The opportunities are there.