ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1993.tb01616.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractIn its pursuit of the cost‐effective expansion of higher education (HE), the British Conservative government has strongly encouraged competition and has opened the HE sector to the influence of market forces. This policy has certainly helped to drive down unit costs but it also has an inherent destructive potential which requires to be mitigated by a whole spectrum of collaborative structures. To study the interplay between competition and co‐operation in British higher education, it is useful to focus on the relationships between higher education institutions (HEIs) as manifested in mergers (both actual, proposed and ‘failed’) and the various forms of inter‐institutional linkage which are leading to a re‐alignment of HEIs in the post‐binary era. A number of forms of linkage, stopping short of merger, are defined and illustrated: for example, affiliation, validation, accreditation, franchising and access arrangements, and the important function of consortia is underlined. However, because they exist within a matrix which is basically competitive, such forms of co‐operation are subject to stress and disruption.The British higher education system manifests an unusual degree of flexibility which has enabled it to adapt organically to new policies and challenges. It is more permeable than that of most other European countries, but this permeability is gradually being endangered by increasing UK reliance on formal legislation in HE. Experience abroad, notably in Australia, indicates that wholesale dissolution of boundaries, combined with fierce forms of competition, can in the end lead to serious deterioration in educational standards. A balance between competition and co‐operation must be sought, but can never be ‘established’ once and for all because external circumstances require it to be constantly re‐adjusted.The research on which this paper is based was carried out with funds from the Economic and Social Research Council and from the Faculty of Education Research Committee of t

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1993.tb01617.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractThe 1993 merger between Jordanhill College of Education and the University of Strathclyde is analysed by the Principals of the two institutions. They examine such factors as the nature of the merger itself, the importance of the timing of the proposal, the influence exercised by prior experiences, and the attitude of the key players ‐ Senate, Academic Board, Court and Governors, students, academic and non‐academic trade unions, the Funding Council and the Scottish Office Education Department. The authors then proceed to compare their merger with mergers which have occurred in higher education in the Netherlands and in Australia. While there was a major difference, in that there was no government pressure to merge, there were other significant ways in which the process was similar. Many of the lessons learned in those countries apply equally in the

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1993.tb01618.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractIn 1989–90 the University of New England combined with three colleges of advanced education in northern New South Wales to form a network university. Unfortunately the merger negotiations and the experience of this network university were marred by conflict and the network University is to split into two separate universities from 1 January 1994 at the latest. The paper provides a case‐study of the merger and tries to explain why the merger fai

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1993.tb01619.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractIn 1993, the Government of Austria passed legislation establishing a ‘binary policy’ in higher education. A new accrediting body the Fachhochschulrat was created, empowered to accredit vocationally oriented courses in any institution seeking to offer them. Institutions meeting certain conditions will be entitled to seek designation as Fachhochschulen. The policy marks an important departure from the traditionally highly regulated and centralized system of policymaking in Austria. The article offers an analysis of the factors leading to the policy and analyses the implications for the future. It draws on the author's experience as a member of a team of examiners from the Organization for Economic Co‐operation and Development (OECD) undertaking a policy review of Austrian higher education, and points to lessons for Austria from the United Kingdom's experience over the last 25

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1993.tb01620.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractThe paper reports on the emerging trend in the university sector ‐ performance and its measurement. This is an initial and exploratory study of the practice of appraisal in a Scottish university. The study forms the first part of what will become a longitudinal study of appraisal. Following an introduction stressing the normative nature of appraisal in the literature, the research is set in the context of that theory. A brief history of appraisal's introduction into the university system nationally, as well as locally, is included. Locally the prescriptive lessons from the literature have been learned and used.However, the paper demonstrates the divide between the theory and practice of appraisal, showing the problems, strengths and weakness of the scheme as viewed by the participants. The problems include the fact that the scheme is seen as un‐necessarily bureaucratic and as imposed by government pressure. Secondly, it is impossible for the appraisee to escape from the judgement of the appraiser and a wider critical audience yet there are few objective criteria against which individuals can be judged. Thirdly, some individuals experience role overload with the competing demands on their time as academics. Some cloud issues of salary and promotions with appraisal despite the fact that the scheme has been devised to maintain a distinction between staff development and promotion and pay. Questions concerning equality of opportunity are also raised. If women are perceived to be inferior organizational members, how can they be appraised fairly? Is appraisal only going to reinforce negative stereotypes of women's academic performance? The paper concludes that appraisal is a very difficult political process and we should not be surprised if appraisers distort results particularly as they are being given the delicate role of both facilitator and ju

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1993.tb01621.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

APEL, CATS and All ThatExperiential Learning: Assessment and AccreditationEmpowerment through Experiential LearningPolitics and Problems in British Vocational Education and TrainingThe Politics of the Training Market: from Manpower Services Commission to Training and Enterprise CouncilsContinuing Education: Forwards to the Past?Visions of Post‐Compulsory EducationThe Learning University: towards a new paradigm?An Encyclopediac ReviewThe Encyclopedia of Higher Educati

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1993.tb01622.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY