bluuebunny/crossref_metadata_2025_split huggingface dataset:
Higher Education and the Media
Authors: Scott Peter 
Published: August 2007

AbstractHigher 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

AbstractThis 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

AbstractAccountability 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

AbstractSince 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

AbstractAbout £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

AbstractThis 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.
The University of Buckingham after Ten Years ‐ A Tentative Evaluation
Authors: Shaw G. K. , Blaug M. 
Published: August 2007

AbstractThe 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.
Trends in Funding Arrangements
Authors: Clayton Keith 
Published: August 2007

AbstractFor 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

AbstractIt 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

AbstractDrawing 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

AbstractContinuing 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

AbstractIndustry 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 of Higher Education: Problems and Issues in Theory and Practice
Authors: Duncan J G 
Published: August 2007

AbstractThe 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

AbstractWhat 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

AbstractCalls 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

AbstractIn 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

AbstractThis 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

AbstractRecent 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.
Measuring University Performance: Never Mind the Quality, Never Mind the Width?
Authors: Pollitt Christopher 
Published: August 2007

AbstractAfter 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

AbstractWho 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

AbstractThe 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

AbstractThis 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

AbstractFew 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

AbstractIt 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

AbstractPost‐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.