""Every Mike Shattock book on higher education is worth keeping and
re-reading. Making Policy in British Higher Education 1945-2011 is
a great story, very readable and full of wry humour. It is also a
profoundly informative work that explains the policy and politics
of higher education better than anything else that is
available."
Professor Simon Marginson, Centre for the Study of Higher
Education, University of Melbourne, Australia
"As expected, Michael Shattock's mastery of the history of
higher education policy-making in the UK is evident in every page -
the temptation is to say every paragraph. This is a demanding
analysis. It is packed, precise, judicious and immensely informed
... As a narrative about how policy-making occurs in the long run,
how to read the relevant archival and other documents closely and
how to avoid the easy generalizations arising from ideological
partis pris, this study is an instant classic."
Sheldon Rothblatt, Professor of History Emeritus, University of
California, Berkeley, USA
"In the last 30 years Britain has experimented with some of the
most innovative higher education policies including academic
quality assurance, research assessment, income contingent loan
financing, tuition policy, information for students, and other
efforts to stimulate competitive market forces. In this highly
enlightening, meticulously researched, and fascinating history,
university administrator and scholar Michael Shattock examines the
individuals and financial policy drivers that have shaped British
higher education from World War II to the present day and explores
the impacts of these policies on the university sector."
David D. Dill, Professor Emeritus of Public Policy, University of
North Carolina at Chapel Hill, USA
"Michael Shattock's important new book could not be better
timed. He offers a detailed, nuanced and (above all) intelligent
account of policy making in British higher education over the past
60 years ... This book reminds us that novelty is more often in the
eye of the beholder than the historical record. It also warns us
that those who have forgotten past events are often fated to relive
them - and that second (or third) time round is rarely an
improvement."
Peter Scott, Professor of Higher Education Studies, Institute of
Education University of London, UK"
This book aims to provide an authoritative account of the
evolution of policy in British higher education drawing extensively
on previously untapped archival sources. It offers a comprehensive
analysis of the policy drivers since 1945 and up to 2011 and of the
extent to which even in the so called golden age of university
autonomy in the immediate post War period the development of
British higher education policy was closely integrated with
government policies. In particular, it highlights how the role of
the Treasury in determining the resource base for the expansion of
student numbers is key to understanding many of the shifts in
policy that occurred.
This close engagement with government coupled with the
historical acceptance of institutional autonomy defines the
distinctiveness of the British higher education system as compared
with other countries. What the book also shows, however, is that
policy was rarely driven directly by Ministers but emerged out of
inter relationships between the Treasury, the responsible
Department, the intermediary bodies, the higher education
representative bodies and the research communities. The policy
process was interactive rather than directed. The conclusions offer
a new interpretation of the development of British higher
education.
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