bluuebunny/crossref_metadata_2025_split huggingface dataset:
The DES and Whitehall
Authors: Kogan Maurice 
Published: August 2007

AbstractThis article outlines conflicting views of the place of the DES in the making of education policy at large and higher education in particular. It demonstrates how it changes over time and in different policy contexts. It documents different views of the status of the Department within Whitehall and seeks to account for its alleged separateness from the rest of government. An analysis of the relationships with the Treasury and the PESC system is offered. The connections with policy communities and the role of DES ministers are noted. The competence of the DES is appraised, against the status accorded to non‐economic departments generally. The ability of the DES to generate stronger support for higher education is discussed in the context of the weakness of higher education as a political issue.
The UGC's Research Rankings Exercise
Authors: Smith Trevor 
Published: August 2007

AbstractThe UGC's ranking of research strengths was part of a wider, radical revision of university funding. Inevitably, the exercise aroused much hostile academic criticism which stemmed from both science‐based and arts‐based sources: this has focused specifically on the methodology employed, the secrecy surrounding it, and the denial of appellate provision. Additional criticisms made here are: (i) the techniques devised were inadequate for the task; and (ii) that they represented a mechanistic approach to an essentially organic problem. Although the UGC exercise was deeply flawed, evaluation per se seems to have been generally accepted, however reluctantly. The exercise is unlikely to be repeated in the same form since it has been overtaken by events. Proposals for contract funding and a three‐tier university system suggest that assessments will be of a different kind in future.
The National Advisory Body Planning Exercise 1987–88: A Shot in the Foot
Authors: Knight Peter C. 
Published: August 2007

AbstractThe National Advisory Body was established to advise the Secretary of State for Education and Science on the allocation of money to support advanced work in polytechnics and colleges. The committee system of NAB was representative of local authority and college interests and there was always a tension between NAB and the Department of Education and Science. The paper charts the decisions that were taken by NAB in progressing the 1987–88 planning exercise. The policy context of these decisions is analysed and the political consequences are discussed. The paper argues that the 1987–88 exercise was the wrong approach to the planning problems and that the resulting conflict with the Government destroyed the credibility of NAB.
Higher Education and Industry
Authors: McKinnon K. R. 
Published: August 2007

AbstractUniversity research in Australia has in the past been devoted primarily to basic curiosity‐initiated research based on the English model. Most senior academic staff have had advanced degrees from British universities and the ethos of pure research has permeated their work. In 1984 68 per cent of all higher education research and development was classified as basic research. The impetus for change in the early 1980s has come largely from federal government. In particular shrinking per student grants have forced universities to try to supplement their incomes from other sources. This paper summarizes and analyses some of the new initiatives and concludes with an examination of future prospects.
Issues Confronting American Higher Education
Authors: Gardner David P. 
Published: August 2007

AbstractThe American system of higher education — massive, decentralized, and diverse —faces a number of critical issues in the years immediate ahead. This paper considers four of those issues — the impact of demographic change; the long‐term implications for higher education of the national movement to reform secondary education; the growing interest in the character and quality of undergraduate education; and the role of universities, especially research universities, in economic development — and suggests a few of the directions American higher education may take in response to them.
Adult Students — The New Mission for Higher Education?
Authors: Slowey Maria 
Published: August 2007

AbstractThis paper identifies the main factors underlying the increasing demand by adults for higher education within industrialized countries. The patents of adult participation in higher education in the UK are outlined in the context of a recent imitational project on Adult Participation in Higher Education, conducted by the Centre for Educational Research and Innovation of the Organization for Economic Co‐operation and Development (CERI/OECD). While the current levels of participation of adults in higher education vary considerably between countries, a number of common trends can be identified. Two trends in particular emerge as having significant policy implications in terms of the relationship between access issues for individuals 10 higher education, and the vocational updating activities which are frequently regarded as synoyomous with short‐course work. In the first place, as most adult students currently gaining entry to higher education have already achieved relatively high levels of educational qualifications, those who are often referred to as the ‘second chance’ students are in the minority. Secondly, career interests figure predominantly amongst the reasons given by adult students for choosing to return to study.The pattern of student involvement in an innovative programme in one English polytechnic is provided as an illustration of an attempt to provide for both the needs of individuals for access, and for those in employment for updating and post‐experience vocational education in an integrated way.
The Passing of the Education Reform Act
Authors: Crequer Ngaio 
Published: August 2007

AbstractWhen the Education Reform Bill, now an Act, was published higher education received little attention. It was a massive Bill, with major changes for the schools. But as time went on reaction outside Parliament, and lobbies within it caused higher education, but mainly the universities and their role, to be forced to the front of the political stage.Although key government concessions were made in the Commons, most of the action happened in the Lords. The government may have wanted to deflect the Lords from making substantial changes to their school reforms by giving their Lordships something to bite on in higher education. Or was it the success of the CVCP campaign, which undoubtedly raised morale in the universities, that was responsible for key changes? Was it luck, political circumstance, or the intellectual vigour of the arguments that led to government defeats on the question of academic freedom? This paper traces the passage of the Bill as it affected higher education.
Changes in Schooling: The Impact on Higher Education
Authors: Mortimore Peter , Mortimore Jo 
Published: August 2007

AbstractThis paper describes some of the more significant changes that have occurred in recent years in schools in England and Wales and discusses their implications for institutions of higher education. Further changes and their possible consequences are outlined. The authors differentiate between demographic, attitudinal and structural factors but make the point that, frequently, these interact. They discuss whether institutions should adopt a more proactive stance and consider the implications of doing so. Finally, they describe a situation in which different kinds of institution might compete or co‐operate with each other in their attempt to respond to changes in schooling.
Access Courses After Ten Years: A Review
Authors: Lieven Michael 
Published: August 2007

AbstractIn the 10 years since 1978 there has been an explosion of courses aimed at widening access to higher education. This paper reviews the development of those courses and the issues surrounding them. In general the courses developed in an ad hoc fashion determined at local level. However as the DES draws access provision into the centre of educational policy that local diversity may be threatened. If DES policy on widening access is to succeed then it will have to move beyond exhortation to face major policy issues such as the reallocation of resources: but if it does this then the initial emphasis of practitioners on directing resources at disadvantaged groups may itself be constrained. A coherent strategy is necessary if the original aims of access provision are to be realised.
Freedoms for Academics
Authors: Eustace Rowland 
Published: August 2007

AbstractThe publication of the Education Reform Bill in November 1987 intensified the debate on academic freedoms, culminating in the Society for Research into Higher Education (SRHE) conference of December 1988. The debate displayed much rhetoric and opinion, but added little to our agreement on definitions, and less to scholarly knowledge of the arguments from effects. Without clear definitions and knowledge‐based arguments, the academic community is finding it difficult to explain to its paymasters, whether government, industry or alumni, the implications of what is now happening. Some comments on definitions, a suggested description of the mechanisms involved, and notes on the sorts of effects to which argument and enquiry might be directed are offered.
The Electronic Campus: the First Decade
Authors: Gardner Nigel 
Published: August 2007

AbstractMany universities are beginning to consider how information technology could influence teaching, research, administration and communications on and off campus. This article reviews the development of the ‘electronic campus’ in the USA over the last decade and finds three distinct phases of development. Change in the UK has been slower but is noticeable. Five case studies, drawn from both sides of the Atlantic are considered. Finally, some implications and opportunities for the future are discussed; the author notes that the case for the massive investment necessary to bring the electronic campus to reality across the university sector has yet to be properly formulated.
Inter‐University Cooperation and ERASMUS: The Integration of French LEA Students in British Undergraduate University Courses
Authors: Cousins Russell , Hallmark Ron , Pickup Ian 
Published: August 2007

AbstractWith the advent of the ERASMUS programme a new impetus has been given to the exchange of students between countries within the European Community. Having outlined the aims and objectives of ERASMUS, the authors take as a case‐study the development of links between the Universities of Birmingham and Grenoble III (Stendhal University), from the initial inter‐university agreemart to the creation of an ERASMUS diploma. The problems posed by diffetences in university systems and practices in Britain and France are identified. Academic issues discussed include the relative merits of contrastive and complementay study programmes, the tailoring of course packages to the needs of specific groups of students, linguistic difficulties, assessment and validation procedures. After a brief consideration of practical arrangements, the article concludes with an evaluation of lessons which are to be learnt and of the extent to which such an initiative might be said to fulfil the ideals of the ERASMUS program.
Provision of Higher Education in Small States: Demands, Constraints and Strategies
Authors: Bray Mark 
Published: August 2007

AbstractOver half the world's sovereign states have populations below five million, and over a quarter have populations below one million. Recognising this fact, the literature on small states has grown markedly in recent decades. However, many educational issues remain unexplored. This paper commences by discussing the dimensions of scale and the nature of small states. It then turns to the demand for local provision of higher education in small states, commenting particulary on social, political, economic and educational factors. The third part notes constraints on local provision of higher education, of which the most obvious is financial. Fourthly, the paper discusses strategies to avoid these constraints, focusing in particular on ways to expand institutions to secure economies of scale. These strategies cannot be applicable to all states, but they nevertheless provide an illuminating array of potential ways to meet demands.
Managing Equality in Access
Authors: Parker Sue , Emmett Tim , McLintock Marwick , Smith Pete 
Published: August 2007

AbstractHow can equality of access be managed successfully and what are the informing trends that institutions should not only acknowledge but act upon? An opening up of the education market means widening access, but this cannot be done in a vacuum. The associated management of equality in access must have a place in institutions’ strategic plans linked to a system of performance indicators to ensure appropriate measurement. Approaches will differ, but senior management should be committed to allocating resources and devoting marketing energies to this important area. Commitment to CATS will be a significant part of managing equality in access as will be the management of quality in access. These are challenges that are on the further and higher education agenda but which have yet to assume a higher priority in implementation.
What Do Graduates Earn? The Starting Salaries and Earnings Prospects of University Graduates 1960–1986
Authors: Bee Malcolm 
Published: August 2007

AbstractThis paper examines the long term pattern of starting and early‐career salaries of U.K. university graduates relative to average non‐manual earnings. Salary statistics collected by several university careers services are aggregated to create a new data‐set which records starting salary trends at aggregate, faculty and subject levels, and data from the 1960,1970 and 1980 graduate cohort surveys are used to extend the investigation to later years. Considerable differences in remuneration across subjects are reported but the paper demonstrates that graduate starting salaries, generally, have been substantially below average non‐manual earnings throughout the period since 1960. Further, graduates’ relative position has deteriorated over time: whilst at the start of the period graduates six years into their careers could, in most subjects, expect to earn more than the average non‐manual wage, by the end of the period, this was no longer generally so. The paper offers an explanation of graduate salary trends, viewing these as the result of changing demand and supply forces in the graduate labour market, and it concludes by addressing some of the key policy and planning issues to which an awareness of salary levels is relevant.
Institutional Amalgamations and Abolition of the Binary System in Australia under John Dawkins
Authors: Harman Grant 
Published: August 2007

AbstractUnder a Federal Labor Government, over the past three years Australian higher education has undergone dramatic and fundamental restructuring and redirection. The programe of reform has been extensive, covering numerous aspects of the structure and work of higher education and how higher education relates to government. This paper concentrates on two aspects – abolition of the binary system, and the dramatic reduction in the number of separate institutions through institutional amalgamations.
The New Universities: The Humanities
Authors: Griffiths A. Phillips 
Published: August 2007

AbstractThe plans of the New Universities for the Humanities had little in common: indeed Warwick was distinguished by having no plan at all, only a very few general guidelines. The success of developments in the Humanities at Warwick and the other New Universities is adumbrated, and it is pointed out that this could not have been due to any prior blueprints. Rather, the open and liberal atmosphere of their foundation and the commitment to that attitude of their founding staff is claimed to be the explanation. While today the circumstances of their foundation could not be reproduced, in spite of present difficulties the distinctive and still vital spirit of the New Universities should be cherished.
Merging Educational Groups: Did it Really Happen?1
Authors: Elton Lewis 
Published: August 2007

Abstract The article shows that a merger of two departments which, in an earlier article, the Head of the merged department had judged very positively, particularly as regards financial viability, in fact did not achieve the objective laid down for it, i.e. that the work of both the merging departments should be maintained. Thus Fielden's verdict, that financial considerations should not be put uppermost in mergers, was confirmed in this instance. Furthermore, as the work of one of the merging departments has been largely discontinued, the university in question effectively sustained a serious financial loss through not being able to reap the benefits of the resource investment made previously in this work.
Thoughts on the White Paper of 1991 1
Authors: Trow Martin 
Published: August 2007

Abstract The White Paper Higher Education: A New Framework, (May 1992), announced a set of new policies for British universities and polytechnics without offering either argument or evidence. The policies include the end of the binary system, the creation of new higher education funding councils, and a strong emphasis on new mechanisms for quality assessment and control. The White Paper projects rapid enrolment growth, but says nothing about the resources needed for the expansion or the significance for growth of Further Education or the European Community.
Financing Technology Transfer in UK Universities
Authors: Kirkland John 
Published: August 2007

AbstractThere is widespread recognition that Britain should do more to exploit the science base of its universities. Often, the problem is presented as arising from a lack of information or unhelpful attitudes amongst key participants. This paper argues that the high financial risk involved in mounting an effective technology transfer operation could also be a key factor. It concludes that, to succeed, technology transfer must be both in the national interest and the interest of the institutions concerned. A number of specific measures are proposed to help ensure that this balance exists.
Examples of Good and Bad Collaborative Practices with Special Reference to Funding Indicators: A Survey of Industrial Liaison Officers
Authors: Loder Cari P. J. 
Published: August 2007

AbstractThis paper summarises the findings of a survey of Industrial Liaison Officers in higher education institutions undertaken in order to try to identify the characteristics and nature of higher education/industry links which lead to success or failure. Each ILO was asked to cite one example of a particularly successful industrial link and one where it was judged not have been successful, and to provide a brief summary indication of the main reasons for success and failure. Success was associated with an acceptance by the university that it was operating in a commercial world. Most of the failures were attributed mainly to inappropriate or poorly organised business partners.
A New Forum for Business/Higher Education Interaction: The Australian Business/Higher Education Round Table
Authors: Hutton George 
Published: August 2007

AbstractThis paper outlines some of the early work of the Australian Business/Higher Education Round Table modelled partly on the British Council for Industry and Higher Education and the Business‐Higher Education Forum in the United States. The main results of two surveys of employer and university opinions are summarized and they show considerable consensus about the objectives of secondary and higher education, desirable characteristics of university graduates and their current standards.
Mergers and Linkages in British Higher Education
Authors: Pritchard Rosalind M. O. 
Published: August 2007

AbstractIn its pursuit of the cost‐effective expansion of higher education (HE), the British Conservative government has strongly encouraged competition and has opened the HE sector to the influence of market forces. This policy has certainly helped to drive down unit costs but it also has an inherent destructive potential which requires to be mitigated by a whole spectrum of collaborative structures. To study the interplay between competition and co‐operation in British higher education, it is useful to focus on the relationships between higher education institutions (HEIs) as manifested in mergers (both actual, proposed and ‘failed’) and the various forms of inter‐institutional linkage which are leading to a re‐alignment of HEIs in the post‐binary era. A number of forms of linkage, stopping short of merger, are defined and illustrated: for example, affiliation, validation, accreditation, franchising and access arrangements, and the important function of consortia is underlined. However, because they exist within a matrix which is basically competitive, such forms of co‐operation are subject to stress and disruption.The British higher education system manifests an unusual degree of flexibility which has enabled it to adapt organically to new policies and challenges. It is more permeable than that of most other European countries, but this permeability is gradually being endangered by increasing UK reliance on formal legislation in HE. Experience abroad, notably in Australia, indicates that wholesale dissolution of boundaries, combined with fierce forms of competition, can in the end lead to serious deterioration in educational standards. A balance between competition and co‐operation must be sought, but can never be ‘established’ once and for all because external circumstances require it to be constantly re‐adjusted.The research on which this paper is based was carried out with funds from the Economic and Social Research Council and from the Faculty of Education Research Committee of the University of Ulster.
Funding Research: An Exploration of Inter‐Discipline Variations
Authors: Johnston R. J. 
Published: August 2007

AbstractIn 1993, the Higher Education Funding Council for England (HEFCE) introduced a new system for determining the research component of block grant funding to English universities. The inter‐disciplinary differences in the amounts allocated suggest funding anomalies which are not related to the costs of research infrastructure in those disciplines. Analyses of the allocation procedure indicate how those anomalies have come about.I am grateful to the staff of the HEFCE for providing tabulations of unpublished data, and for background information of the allocation procedure, and to Mr R. E. Goodchild for useful discussions and advice.
Reflections on the British Government and Higher Education
Authors: Bird Richard 
Published: August 2007

Abstract This article offers a small contribution towards writing the history of higher education in the United Kingdom in the 1980s. Its emphasis is on what the Government did in that period and the effects of this, and on how relations stood and developed between the Government and the higher education community. Three main topics are identified: resourcing, quality, structure. Across all these the general message is that a pragmatic approach was taken to the evolution and pursuit of policy.
Training Minds for Tomorrow: A Shared Responsibility
Authors: Coldstream Patrick 
Published: August 2007

Abstract The developing notion of partnership between industry and education poses many questions regarding the nature of undergraduate teaching. This partnership is not a simple one between customer and supplier, and is not about producing graduates to a standard known specification. Rather it is about educating students for growth and flexibility; and about ensuring that they develop the skills ‐ in language and number, in teamworking and argument, and in curiosity ‐ in their initial higher education to continue learning throughout their increasingly complex lives.