bluuebunny/crossref_metadata_2025_split huggingface dataset:
Reflections on the Merger of Royal Holloway and Bedford Colleges 1981–85
Authors: Wedderburn Dorothy 
Published: August 2007

AbstractThe 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

AbstractAcademic 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.
The Idea of Quality: Voicing the Educational
Authors: Barnett Ronald 
Published: August 2007

Abstract 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.
The 1989 Research Selectivity Exercise: A Statistical Analysis of Differences in Research Rating between Universities at the Cost Centre Level
Authors: Johnes Jill , Taylor Jim 
Published: August 2007

AbstractThis paper reviews the outcomes of the 1988/9 UFC research selectivity exercise and uses these as a basis for recommendations to those undertaking the 1992/3 exercise. Attention is drawn to disparities between subjects which may result in inefficient allocations at institutional level. Of eight factors incorporated into a statistical model only size of cost centre is consistently associated with research selectively score. The only other variable that influences an individual cost centre's score in the majority of subject areas is that institution's score in other subjects ‐ thus suggesting a ‘halo’ effect. Surprisingly, research expenditure per member of staff is not strongly associated with reseach selectively rating.
A New Approach to Quality Assurance for Higher Education
Authors: Tannock James D. T. 
Published: August 2007

Abstract This article describes the Engineering Professors’ Conference (EPC) approach to quality assurance for Higher Education Institutions, which is currently the only formalized alternative to British Standard 5750 ‘Quality Systems’. The EPC approach is based on principles of quality assurance and Total Quality Management which have been developed in industry. These ideas are briefly outlined, and an opinion expressed on the interpretation and application of BSS7S0 for HE. The EPC model is explained, illustrated with example elements taken from the EPC Specification and Guidelines for Quality Assurance in Higher Education. A top‐down approach to the development of an institutional quality system is described, based on a quality policy statement. Areas of activity which have an important impact on the quality of education are identified, emphasising the quality assurance requirements of academic departments. Supporting and administrative quality system requirements are also described, as these also play an important role in the quality of education. Formal quality procedures and documentation in key areas are proposed.
Are Professors Professional?
Authors: Piper David Warren 
Published: August 2007

Abstract Can university teaching be counted a profession? The work of academics is examined against four criteria associated with professional life: members share a body of knowledge; professional identity is for life; professionals are accountable for the effects of what they do rather than for the actions they take; professional bodies restrict access and enforce codes of practice. The conclusion is that academics form a Janus‐faced profession in which their professionalism is more evident in respect of the subjects they teach than in respect of their academic duties of teaching and examining. Professional training is recommended as the appropriate treatment for this lop‐sided condition.
Managing Professionals and Professional Autonomy
Authors: Kennerley J. A. 
Published: August 2007

Abstract Professionals have concerns about their freedom and autonomy, particularly when they work within organisations. Managers have corporate goals to achieve and have few sources of power with which to direct the professionals. This paper argues that given a high calibre of managerial leadership it is possible to manage the professionals. The reasons for the tensions between the two groups are examined and related to respective values and cultures. It is argued that in most organisations there is sufficient consonance between the aims of the two groups for a shared vision and shared values to be established once potential leaders have been identified. A point is made about the methods of achieving this.
Research, Teaching and Scholarship in an Expanding Higher Education System 1
Authors: Elton Lewis 
Published: August 2007

Abstract It is argued that, basically, academics engage in three activities: teaching, research and scholarship, and that the activity of scholarship must be recognised and separately funded. The concept of scholarship is derived from its historical roots, according to which it supports both teaching and research, but is extended to support all activities in which academics engage. This makes it possible to develop an expanding system of higher education in which all academic activities are appropriately recognised and rewarded and which can operate with significantly lower unit costs than has been the case in the past. However, the need to provide funding for scholarship puts a lower bound to acceptable unit costs.
The ‘American System’ and the Modern University
Authors: Tribe Keith , University Keele 
Published: August 2007

Abstract This article takes as its starting point the remarks of Max Weber on the German and American university systems of organisation. It goes on to examine these more closely and in particular to see the differences in characteristics between the two systems as aspects of organization of knowledge and learning as well as of institutions. The development of the structure of the British University system is considered in the light of the German and American experience and, in conclusion, Weber's comments are seen as a framework within which modern concerns can be usefully analysed.
Ethnic Group Data and Applications to Higher Education
Authors: Taylor Paul 
Published: August 2007

Abstract This paper presents findings from the ethnic group data collection exercise carried out by UCCA. The collection of data on ethnic origin is very recent in the admissions systems for higher education and this paper represents the first detailed study of this data for UCCA. The main finding is that acceptance into universities varies according to ethnic origin. Key patterns of application are discussed which explain only some of the discrepancies in acceptance rates. The findings indicate the importance of effective monitoring of admissions and the need to enquire into acceptance criteria that are applied in institutions.
Research Management for Selectivity and Concentration ‐ With What Effect?
Authors: Williams Bruce 
Published: August 2007

AbstractThere have been three research assessment exercises in British universities in 1986, 1989 and 1992. Average scores have risen over the period which is usually interpreted as showing how research performance is improving. However, it also means that universities with the highest ratings progressively receive a smaller share of the total research funds available. In 1992 over a hundred additional institutions were included in the exercise and this further diluted the research allocations.
Anatomy of a Merger
Authors: Arbuthnott J. P. , Bone T. R. 
Published: August 2007

AbstractThe 1993 merger between Jordanhill College of Education and the University of Strathclyde is analysed by the Principals of the two institutions. They examine such factors as the nature of the merger itself, the importance of the timing of the proposal, the influence exercised by prior experiences, and the attitude of the key players ‐ Senate, Academic Board, Court and Governors, students, academic and non‐academic trade unions, the Funding Council and the Scottish Office Education Department. The authors then proceed to compare their merger with mergers which have occurred in higher education in the Netherlands and in Australia. While there was a major difference, in that there was no government pressure to merge, there were other significant ways in which the process was similar. Many of the lessons learned in those countries apply equally in the UK.
Franchising: The Quiet Revolution
Authors: Woodrow Maggie 
Published: August 2007

AbstractThe rapid spread affranchising activity by universities over the last few years has been a quiet revolution ‐ revolutionary in its speed and radical nature, but so quiet that its significance has yet to be assessed. Publications on franchising, and there are only a few, are investigative and informative, rather than analytical or policy‐oriented. This is perhaps because there has been no major national policy lead on franchising. Government departments and national bodies have contributed at best encouragement and recognition; at worst suspicion and obstruction. In the tradition of revolutionary activity, franchising has been a bottom‐up initiative, institution‐led, and at a speed which, ‘In a sector not known as a quick‐change artist is breathtaking’. This paper examines the origins, nature and implications of this quiet revolution.
Mission Impossible? Access and the Dash to Growth in British Higher Education
Authors: Smith David N. , Scott Peter , Mackay Lesley 
Published: August 2007

AbstractAccess is a central issue in the debate about the future shape and characteristics of the post‐binary system of higher education. It is seen as crucial to the shift towards a more open, mass system. This paper examines commitments to access in the contents of institutional missions and strategic plans. The results of our analysis suggest a widespread concern to be involved in the access process. However, we also reveal substantial differences in emphasis between the older universities, ex‐polytechnics and colleges that comprise the post‐binary system. On the basis of present institutional planning it would appear that access is frequently seen as an addition to, rather than a replacement of, the commitments of the binary era. Our evidence suggests that a fundamental shift of ethos within the system as a whole may be some way off.
The Restructuring of Higher Education in Economics
Authors: Ayres Ron 
Published: August 2007

Abstract The changing structure of higher education in economics is discussed in the context of the dual elements of control exerted through the Universities Funding Council (UFC) research assessment exercises and the Economic and Social Research Council (ESRC) recognition exercises. The evidence points to a major restructuring taking place within the old university sector with the majority of economics departments making up a second ‘mixed’ tier while the new universities are primarily but not exclusively ‘teaching’ institutions. On the whole ‘research’ tier departments have achieved overall excellence but there are a few cases where a departments position is based on a specialist niche in the subject. While departmental size is linked to research output there is evidence of research excellence throughout the Higher Education (HE) sector and the paper argues against a severe rationalization of research funds. The significance of the changes for course delivery are briefly discussed.
Assessment and Productive Research
Authors: Kogan Maurice 
Published: August 2007

AbstractThis paper discusses the ways in which institutions and academics might creatively determine their plans for research, in the light of the assessment exercises.It is difficult to know how to be systematic and optimistic about generating and completing research; most of the best efforts come from individuals’ own initiatives rather than from the proddings of an assessment machine or a quality industry. That does not mean, however, that we should not try to think about research in a systematic fashion but the system does little to help us do so.The second problem is that the policies underlying the assessment exercises are largely wrong, and designed to be purgative rather than developmental, reductionist rather than a contribution to creating a larger and more useful scientific base in this country.The paper spends some time on these uncertainties, because they inevitably affect what academic groups just coming to terms with the research mission can and should do. It then discusses ways in which academics can build up their own academic mandates.
University Autonomy: The ‘80s and After
Authors: Eustace Rowland 
Published: August 2007

AbstractBritish institutions and individual academics have in recent years suffered large losses, perceived and real, in their autonomy; either to a hostile State or to managers within the institutions. This paper looks at recent research evidence, to see which autonomies may have survived and how important they are. Signs are found that the culture of autonomy in Britain is still strong, that managers are under pressures to enlist scholarly support and that political ideologies do not always retain some significant control of their own values.Some basic British assumptions, mainly historical, about administration and about the state here and in Europe are then looked at, where it seems that misunderstandings may contribute to the current crisis, perhaps collapse, of confidence within the universities. If these understandings could be seen in a wider context, the crisis itself might become more manageable.
An Exploratory Study of Stress in a British University
Authors: Daniels Kevin 
Published: August 2007

Abstract This paper reports an exploratory study of stress and psychological well‐being in British University staff. Unlike previous studies of stress in University staff, this study examines stress not only in relation to lecturing staff, but also research and support staff. Principal components analysis of a fifteen item stressor scale revealed two orthogonal dimensions, relating to quantitative overload stressors and role stressors respectively. Both were found to be related to a measure of psychological well‐being. Differences in these stressor factors were found between the various types of university employee; academic staff were found to report more work load and managerial stressors, but reported fewer role stressors.
Enterprise in Higher Education: Nice Work, or Ivory Tower Versus Exchange & Mart?
Authors: Prickett Stephen 
Published: August 2007

Abstract Enterprise in Higher Education and related programmes are having an increasing influence upon the curriculum and practice of undergraduate teaching, yet there has been a curious lack of a detailed critique of their underlying principles. Two forms of justification can be found for Enterprise in Higher Education: the ideology of the marketplace, and individual self‐development. The tension between these two justifications lies at the root of the problems with the scheme.
Higher Education Participation of Northern Irish Students 1
Authors: Cormack Robert , Osborne Robert 
Published: August 2007

Abstract Higher education in Britain displays a diversity of patterns of participation and provision. The establishment of funding councils for England, Scotland, Wales; together with the advisory body the Northern Ireland Higher Education Council (NIHEC), for Northern Ireland, will further increase this diversity. As these councils go about their work, a valuable exercise might be conducted by recording the patterns of participation in the early 1990s. Each council confronts a different tradition, with different levels of participation, and with somewhat different issues on their policy agenda. The NIHEC oversees a small two university system, with a high Northern Irish age participation index, and where affirmative action and equal opportunity measures have a particular prominence.
Higher Education and Unemployment
Authors: Williams Bruce 
Published: August 2007

Abstract Graduates from HEIs play key roles in process and product innovations which generate growth in output per worker and incomes. Some innovations increase and some reduce the demand for labour over time, and population growth apart, the net effect has been labour saving ‐ life hours of work have fallen considerably. An important part of that reduction has been later entry to the labour force. While HEIs and their students respond to the manpower needs of employers, a more important response is that of employers to the great social change from elite to mass higher education. Post employment education and training is increasing and in the most dynamic economies the role of the business sector in FE&T is likely to increase relative to that of the education sector.
Proposals for an Associate Degree ‐ the search for the ‘missing link’ of British higher education
Authors: Robertson David , Moores Liverpool John 
Published: August 2007

Abstract This paper revisits debates about the place of an intermediate qualification in British higher education and suggests that arguments can be revitalised to meet the criticisms of earlier proposals. The paper maintains that a suitably defined interim award remains necessary for the establishment of a national qualifications framework facilitating student choice and progression, and as a vehicle to deliver the next stage of expansion in higher education and beyond. Support for an ‘Associate Degree’ is likely to depend on characteristics which offer advantages to students and their employers, making it different from previous proposals and other international versions.
The Australian Vice‐Chancellors' Committee: From Gentlemen's Club to Political Lobby
Authors: Marshall Neil 
Published: August 2007

AbstractDuring the mid 1980s the Australian Vice‐Chancellors’Committee functioned as an informal but influential interest group in the higher education policy arena. With the introduction of the government's reform program of 1987–88 the committee found itself placed in a weakened and ineffective position. Since that time it has fought back to become an impressive and powerful political lobby. This article explores how the vice‐chancellors went about rebuilding their organization, the way in which it now interacts with government, and the extent of its impact on policy development. Discussion concludes with an examination of the internal problems still besetting the committee.
Quality Judgements and Quality Improvement
Authors: Fry Heather 
Published: August 2007

AbstractThis paper considers the quality movement in English higher education through an examination of four quality techniques, those of Total Quality Management, assurance of systems, assessment and audit. A heuristic device is used to further understanding through examination of judgements concerning association of the four techniques with a range of purposes, criteria and methods of evaluation. An emphasis throughout is the connections between improvement and evaluation; teaching and learning are the focus of the discussion. Some of the conclusions are linked to possible ways forward for the next phase of assessment, including the need to reduce emphasis on external evaluation and measurement and facilitate the development of a culture more aligned to improvement.
Edging Towards the Twenty First Century: Oxford and the North Commission of Inquiry
Authors: Tapper Ted , Salter Brian 
Published: August 2007

AbstractThe University of Oxford has established a Commission of Inquiry, chaired by its Vice‐Chancellor, to define the University's role in the Twenty‐First Century. The purpose of this article is to explore the context within which the Commission has emerged and to suggest that it needs to tackle three broad tasks: to define the central purposes of the University, to show how it should be organized to achieve those purposes, and to consider how its activities are to be financed. The article ennumerates the problems that the Commission must tackle while addressing these tasks, and makes suggestions as to its likely recommendations. It concludes by raising the possibility that Oxford's attempt to define its role may help to generate a much needed debate on the future shape of higher education in Britain.
Reform in Higher Education in Canada
Authors: Small James M. 
Published: August 2007

AbstractReform in higher education is a topic of great interest world‐wide because of the financial pressures facing institutions and the increasing demand for access. Also there is a perceived reluctance to respond to the political will of governments and the forces of the marketplace. Universities and colleges are accused of being complacent, unresponsive, and more concerned about maintaining their autonomy and self‐interests than in providing service to the public.Canadian higher education is not immune from such criticism, but the extent to which it is justified is by no means clear. In order to explore the responsiveness of Canadian universities and colleges to the forces of change, two surveys were recently conducted to obtain an institutional perspective. The findings reveal that higher institutions in Canada are in a ferment of change, but the changes described are more in the nature of responses to forces in the social, financial, and political environment than policy‐driven, sustainable, long‐range, system‐wide reforms.The surveys confirm patterns of change found in other federal nations and reflect a government strategy of self‐regulation blended with fiscal controls. Provincial governments have shown a reluctance to bring about change by legislation, but the threat of legislation is a powerful incentive for reform, without compromising the essentially autonomous nature of the institutions.