Suchergebnisse

This book explores the impact of localities and regions on universities and shows how the diversity of the higher education landscape is critically affected by the geophysical character of regions and their differentiated economies and cultures; regional inequalities bear heavily on universities' strategy-making. A study of the interrelationship between higher and further education argues that from a regional perspective a change to a tertiary education system in England (following Wales) would create the conditions for better local and regional coordination. Universities make a significant contribution to 'levelling up' through technology transfer and the creation of innovation hubs but the contribution of locally or regionally based students who on graduation return to disadvantaged communities rather than seek employment elsewhere should be recognised also as a longer term step to redressing regional inequality. The book argues strongly that the time has come to decentralise the governance of a re-aligned tertiary system to regions and identifies the move to create metro mayors and combined authorities as providing the appropriate vehicle to release new initiative from regional sources. It cites the success of decentralisation to Scotland and Wales as offering relevant models for scrutiny. The authors draw on 12 UK widely differentiated university case studies, a survey of further education and a study of three continental European comparators (Germany, Ireland and Norway) to develop the argument

"Forms of institutional governance critically shape the culture, creativity and academic outcomes of higher education. This book provides an updated, research-based account of the changing face of the governance of British higher education. Historically, British universities were deemed amongst the most autonomous in Europe, with governance rooted in their collegial disciplinary structures. This assessment must now be revised, although the belief systems deriving from it remain buried deep in university culture. Drawing on the authors' investigation of the governance of higher education in the four UK nations, including on-site interviews, and discussions with government policy-makers, the book shows how global, national and system level pressures have changed the face both of the external governance of higher education institutions and how universities govern themselves"---

The chapter is based on a narrative analysis of 22 academic life histories conducted during 2014 and early 2015. The UK higher education (HE) system, driven by the neoliberal project of successive governments, has seen significant reforms to its financing and structure in recent years. Furthermore, despite having produced a substantial critical literature on HE reform, UK social scientists do not seem to have been very effective in resisting HE neoliberalisation, and in many cases could be said to be relatively compliant even complicit with the very measures critiqued in the literature. At the end of 2010 the UK Conservative Liberal Democrat coalition government decided to radically restructure funding for English universities. For science, technology, engineering and mathematics teaching that cannot be covered by tuition fees alone Higher Education Funding Council for England 2015 funding was reduced, but not terminated.