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An almost universal driving force for contemporary change in
universities is the shifting view of higher education as more of a
private than a public good. Towards the Private Funding of Higher
Education presents a contemporary global picture of this move
towards the privatisation of higher education, and examines how
these shifts in ideology and funding priorities have significant
policy implications. The resulting developments, such as the
imposition and escalation of student tuition fees and the emergence
of online providers of higher education, emerge out of a
combination of economic, political and ideological pressures,
further enhanced by technological changes. By using multiple
international and regional examples to analyse the various
pressures for privatisation, this book examines the different forms
privatisation has taken, whilst offering an analytical
interpretation of why the privatisation drive emerged, why it has
been resisted in some instances and what forms it is likely to
assume in the future. Towards the Private Funding of Higher
Education illustrates and challenges the emergence of a new
relationship between the university, government and society. It is
an essential read for higher education professors, university
managers and higher education policy makers across the world.
Undoubtedly the most important development in higher education in
recent years has been the seemingly inexorable expansion of
national systems. In a comparatively short time period many
countries have moved from an elite to a mass model. Furthermore,
expansion has invariably changed the whole experience of higher
education for all the interested parties from, presidents, rectors
and vice-chancellors to first-term undergraduates. Structuring Mass
Higher Education examines the impact of this change upon the
existing national structures of higher education. It also defines
and highlights what makes an 'elite' university - something which
institutions must strive for in order to gain their position as
global players. With case studies and contributions from a wide
range of international authors, the book explores questions such
as: Do higher education institutions retain a national
significance, even though the vestiges of an international
reputation have long faded? Has expansion undermined the quality of
higher education because governments sought to expand "on the
cheap"? Is the elite institutional response to mass higher
education perceived as a threat to be responded to with purposeful
action that sustains their elite status? Does the emergence of the
international league tables pose a challenge to those responsible
for governing elite institutions? These are critical issues with
which both policy-makers and institutional leaders will have to
grapple over the next ten years, making Structuring Mass Higher
Education a timely, relevant, and much needed text. It will appeal
to policy makers and practitioners within higher education as well
as student and scholars worldwide.
An almost universal driving force for contemporary change in
universities is the shifting view of higher education as more of a
private than a public good. Towards the Private Funding of Higher
Education presents a contemporary global picture of this move
towards the privatisation of higher education, and examines how
these shifts in ideology and funding priorities have significant
policy implications. The resulting developments, such as the
imposition and escalation of student tuition fees and the emergence
of online providers of higher education, emerge out of a
combination of economic, political and ideological pressures,
further enhanced by technological changes. By using multiple
international and regional examples to analyse the various
pressures for privatisation, this book examines the different forms
privatisation has taken, whilst offering an analytical
interpretation of why the privatisation drive emerged, why it has
been resisted in some instances and what forms it is likely to
assume in the future. Towards the Private Funding of Higher
Education illustrates and challenges the emergence of a new
relationship between the university, government and society. It is
an essential read for higher education professors, university
managers and higher education policy makers across the world.
Undoubtedly the most important development in higher education in
recent years has been the seemingly inexorable expansion of
national systems. In a comparatively short time period many
countries have moved from an elite to a mass model. Furthermore,
expansion has invariably changed the whole experience of higher
education for all the interested parties from, presidents, rectors
and vice-chancellors to first-term undergraduates. Structuring Mass
Higher Education examines the impact of this change upon the
existing national structures of higher education. It also defines
and highlights what makes an 'elite' university - something which
institutions must strive for in order to gain their position as
global players. With case studies and contributions from a wide
range of international authors, the book explores questions such
as: Do higher education institutions retain a national
significance, even though the vestiges of an international
reputation have long faded? Has expansion undermined the quality of
higher education because governments sought to expand "on the
cheap"? Is the elite institutional response to mass higher
education perceived as a threat to be responded to with purposeful
action that sustains their elite status? Does the emergence of the
international league tables pose a challenge to those responsible
for governing elite institutions? These are critical issues with
which both policy-makers and institutional leaders will have to
grapple over the next ten years, making Structuring Mass Higher
Education a timely, relevant, and much needed text. It will appeal
to policy makers and practitioners within higher education as well
as student and scholars worldwide.
For centuries, the idea of collegiality has been integral to the
British understanding of higher education. This book examines how
its values are being restructured in response to the 21st-century
pressures of massification and managerialism.
For centuries, the idea of collegiality has been integral to the
British understanding of higher education. This book examines how
its values are being restructured in response to the 21st-century
pressures of massification and managerialism.
In recent years most western democracies have experienced a shift
from elite to mass higher education, with the United States leading
the way. This text compares the experience of this very important
social change within different nation states. Whilst recognising
the critical global economic forces that appear to explain the
international nature of the change, it sees the issues as rooted
within different national traditions. There is a particular focus
upon the discourse of access, especially the political discourse.
The book addresses questions such as: How has expansion been
explained? Has expansion been generated by state intervention or by
a combination of economic and social forces? What are the forms of
political intervention? What points of agreement and conflict are
generated within the wider society by expanding access? Leading
academic experts explore the ways in which different systems of
higher education have accommodated mass access, constructing
comparative pictures and comparative interpretations and lessons in
an accessible and informative style. This book should be critical
reading for students in education, sociology and politics, as well
as policy-makers and academics.
Oxford is one of the world's great universities but this has not
meant that it is exempt from pressures for change. On various
fronts it has been required to meet the challenges that
universities almost worldwide have to face. Given the retrenchment
of public funding, especially to support undergraduate teaching, it
has been required to augment its financial base, while at the same
time deciding how to respond to pressure from successive
governments determined to use higher education to achieve their own
policy goals. While still consistently ranked as a world-class
university, it has to decide how it is to acquire the funding to
continue in this league, or whether this goal is worth pursuing.
Oxford is a collegiate university, which means its colleges share
with the University responsibility for the delivery of its central
goals. Is this balance of authority shifting over time? If so, how
is this to be accounted for, and what are the likely outcomes for
the collegiate university? This book sets out to address these
questions and arrives at an essentially positive conclusion. Oxford
will continue to remain an effective collegiate university and,
while its identity will change, its central character will persist.
Much of our writing re?ects a long-term commitment to the analysis
of the col- gial tradition in higher education. This commitment is
re?ected most strongly in Oxford and the Decline of the Collegiate
Tradition (2000), which we are pleased to say will re-appear as a
considerably revised second edition (Oxford, The Collegiate
University: Con?ict, Consensus and Continuity) to be published by
Springer in the near future. To some extent this volume, The
Collegial Tradition in the Age of Mass Higher Education, is a
reaction to the charge that our work has been too narrowly focussed
upon the Universities of Oxford and Cambridge (Oxbridge). Not
surpr- ingly, you would expect us to reject that critique, while
responding constructively to it. The focus may be narrow, and
although the relative presence and, more arguably, the in?uence of
Oxford and Cambridge may have declined in English higher e- cation,
they remain important national universities. Moreover, as the
plethora of so-called world-class higher education league tables
would have us believe, they also have a powerful international
status. This, however, is essentially a defensive response
dependent upon the alleged reputations of the two universities.
This book is intent on making a more substantial argument. To
examine the c- legial tradition in higher education means much more
than presenting a nostalgic look at the past.
Oxford is one of the world's great universities but this has not
meant that it is exempt from pressures for change. On various
fronts it has been required to meet the challenges that
universities almost worldwide have to face. Given the retrenchment
of public funding, especially to support undergraduate teaching, it
has been required to augment its financial base, while at the same
time deciding how to respond to pressure from successive
governments determined to use higher education to achieve their own
policy goals. While still consistently ranked as a world-class
university, it has to decide how it is to acquire the funding to
continue in this league, or whether this goal is worth pursuing.
Oxford is a collegiate university, which means its colleges share
with the University responsibility for the delivery of its central
goals. Is this balance of authority shifting over time? If so, how
is this to be accounted for, and what are the likely outcomes for
the collegiate university? This book sets out to address these
questions and arrives at an essentially positive conclusion. Oxford
will continue to remain an effective collegiate university and,
while its identity will change, its central character will persist.
What is a university? What is the University? How have universities
evolved over the centuries? How might they change over the coming
decades as the physical and organisational entity most identified
with 'higher education' being delivered to over 250 million
students? What will be the impact of digital- and
distance-learning, of commercial for-profit new entrants to the
higher education market, of government austerity, of globalization,
of student consumerism? Exploring the origins and the concept, the
idea and the ideal, of the university, this Very Short Introduction
discusses one of the world's oldest, most resilient, and most
adaptable institutions. David Palfreyman and Paul Temple consider
the links between universities and the economy, and the role of
universities within society. Highlighting some of the key questions
surrounding the position of universities, they ask how the
university can be politically accountable for its taxpayer funding,
if it needs to be autonomous to function effectively as a public
good. Are professors professional enough in their teaching
practices at a time that increasing tuition fees transform students
more and more into consumers? And just what does 'academic freedom'
for university faculties really entail? ABOUT THE SERIES: The Very
Short Introductions series from Oxford University Press contains
hundreds of titles in almost every subject area. These pocket-sized
books are the perfect way to get ahead in a new subject quickly.
Our expert authors combine facts, analysis, perspective, new ideas,
and enthusiasm to make interesting and challenging topics highly
readable.
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