"Challenging approaches to academic career-making." Journal of Higher Education Policy and Management, ahead-of-print(ahead-of-print), pp. 1–2
The global development of mass higher education in recent decades has understandably been combined with increasing demands by government for public accountability linked to performance indicators measured by national and global ranking systems. In some countries, especially England, there has been a consistent focus on an economic perspective. Governments promoting the idea of higher education as a regulated market have framed students as 'customers' and encouraged alternative providers of higher education to enter the 'market'. These changes are part of a broader move in public services towards 'new public management', which has encouraged changes in how universities and colleges are managed and led. These circumstances challenge ideas about academic leadership and collegiality within institutions, and about collaboration between institutions. Cuthbert critically considers the extent to which academic collaboration and collegiality can still play a role in decision-making amongst university leaders in England.
Higher Education QuarterlyVolume 74, Issue 1 p. 111-113 BOOK REVIEW Enfield Voices: The Birth of the People's Universities. Tom Bourner and Tony Crilly (Eds.)., Published by tom.bourner@ntlworld.com and tonycrilly42@gmail.com, 2018. 363 pp. ISBN: 978-1717559715. £10.20 (paperback). Rob Cuthbert, Rob Cuthbert orcid.org/0000-0002-1539-1222 University of the West of EnglandSearch for more papers by this author Rob Cuthbert, Rob Cuthbert orcid.org/0000-0002-1539-1222 University of the West of EnglandSearch for more papers by this author First published: 21 June 2019 https://doi.org/10.1111/hequ.12213Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume74, Issue1January 2020Pages 111-113 RelatedInformation
How can we re-establish universities' social purpose? The solution lies with asking not only 'what are we good at?', but also 'what are we good for?'. Chris Brink shows how universities can - and should - promote positive social change.
Ideas change the world, as Keynes (1936) said in The General Theory of Employment, Interest and Money. A set of ideas about leadership, taken up enthusiastically by the (New) Labour Government in 1...
Governments spending billions and individuals spending thousands of pounds on higher education (HE) rightly expect accountability for how the money is used. But pressure for accountability has accelerated the spread of managerialism, jeopardising rather than improving quality and posing dilemmas for managers trying to reconcile internal and external pressures. In the managerialist dialectic, unthinking resistance meets unthinking control, an unwinnable battle between the stereotypes of ‘academic populism’ and ‘new managerialism’ (Watson 200, 2009:77). Managers and staff could respond more effectively to the challenge of evaluation by thinking differently about managing, to find social practices embodying the values needed to transcend managerialist pressures. In this chapter I use the case of league tables and draw on theory and practice (including my own experience as Pro and Deputy Vice-Chancellor in a large ‘mid-table’ university) to sketch an alternative approach.
Edited by Barbara M. Kehm and Bjorn Stensaker (Rotterdam/Boston/Taipei, Sense Publishers, 2009), xix + 187 pp., US$99, Eur90 (hbk), ISBN 978‐90‐8790‐815‐7, US$49 Eur45 (pbk), ISBN 978‐90‐8790‐814‐0...
Two linked reports on widening participation in the Aimhigher West partnership area. These conclude, inter alia, that local factors such as school outcomes, labour market conditions and ethnic mix make a significant contribution to defining the higher education participation rate.
Click to increase image sizeClick to decrease image size Notes 1. See the Department for Education White Paper (2010, 46) for comments on the value of the OECD’s PISA to ‘understand the standard of our children’s attainment’ and (2010, 67) for more references to OECD in support of formal external assessment as the basis of accountability for performance. 2. See Hargreaves (Citation2008).
