In 1983, Burton Clark published a study that was to become a classic work on the organisation and government of higher education systems (Clark 1983). He constructed three "ideal types" of system--state system, market system and professional system, and summarised the way that national systems of higher education are dependent on the forms of…

The Lambert Review of Business-University Collaboration proposed a business model for universities in 2003. Pressure to change university governance to make it match the business model remains strong, and it is being most actively applied to Oxford and Cambridge. The Oxford and Cambridge governance debates (which began in the 1990s) open up the…

This article explores how cultural identity reveals itself in East Asian higher education. The following questions are addressed. First, what is culture and what is the characteristic of East Asian culture? Second, what are cultural situations of East Asian higher education? Third, how does the cultural identity of East Asia reveal itself in…

Explores the reasons behind the ubiquity of managerial ethics among academics whose own teaching and research often critiques those same values. Discusses the ways in which academics either promote or supinely acquiesce to managerialist processes and the consequences of this for educational values. (EV)

In light of recent policy debate concerning higher education financing in Britain, reprints this article proposing a graduate tax, with a new introduction. Discusses main arguments in favor of the tax (it would eliminate the subsidy of the meritocratic elite, provide more funds for education, be a more efficient and egalitarian form of finance,…

Examined the processes and dynamics involved in the election of the General Secretary to the United Kingdom's Association of University Teachers. Concluded that the election was an exercise in "limited democracy" and "safety first," perpetuating traditionalist over modernizing leadership. (EV)

Addresses the question of why Karl Popper's work has been disregarded or rejected for educational improvement and suggests a series of impediments to an acceptance of Popper's ideas. Outlines a set of principle which if adopted as a basis for practice could lead to significant improvement. (EV)

Uses Karl Popper's theory that knowledge is produced through continual trial conjectures and error elimination to argue that students are fallible creators of knowledge and that the primary role of the teacher is as a critic. (EV)

Considers the implications of the British Government's recent strategy paper on higher education. Concludes that the government faced many difficult issues and could not achieve all the desired objectives. It is likely that British higher education will remain underfunded, with increasing problems of quality. (SLD)

Explored the extent to which policies and practices promoting work-life balance (family friendly policies) have been taken up within the English higher education sector. Responses from 50 higher education institutions show that flexible working practices are more widespread than the formal policies of institutions would suggest. (SLD)

Discusses competition and profit in higher education and the effect of the profit motive on educational quality. Describes the impact of the lucrative executive education field, extension education, the Internet, and the hidden curriculum of advertising and corporate dollars in universities. (SK)

The director of "The Futures Project: Policy for Higher Education in a Changing World" discusses the competitive environment of higher education, the emergence of new providers, and the effect of market forces on accountability and responsiveness. Addresses policies and institutional strategies for this new environment. (SK)

Technology is driving much of education, but learning is socially constructed. Learning, including electronic forms, should be designed to create a social learning environment. This can help bridge the divide between the "analog" professor and the "digital" student. (SK)

A professor attempted to define a professorial role by surveying British literature and the views of professors in other universities. He concluded that there is no one defined and accepted route or role for professors within the United Kingdom. (EV)

Presents a personal view of the development of Britain's new Academy of Learned Societies for the Social Sciences. Discusses efforts to ensure that the new organization is inclusive, reflects balance in a number of ways, and is capable of self-reform to meet changing circumstances in the future. (EV)