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"Tapper, Ted"
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The collegial tradition in the age of mass higher education
This book explores the development of the collegial tradition within the context of mass higher education. Although the collegial tradition has been determined above all by the Universities of Oxford and Cambridge, in its various forms it has found sustenance in many different systems and institutions of higher education. Most critical are the integral values and practices that shape both institutional governance and the pursuit of teaching, learning and research.
Book
The marketization of English higher education and the financing of tuition fees
This article explores the marketization of English higher education with particular reference to the introduction of undergraduate student tuition fees. It argues that the breakdown of the political consensus that underwrote the public funding of undergraduate student funding was the consequence of ideological and economic changes that, following the threat of some universities to impose top-up fees, resulted in the appointment of the Dearing Committee and thereafter the steady introduction of variable fees up to a ceiling of €9,000 per annum, repayable through income-contingent loans. It reviews the contemporary breaking of the political consensus on this issue, as evidenced by the Labour Party's promise in the 2015 general election campaign to lower the maximum annual fee to €6,000, with the further possibility of replacing income-contingent loans with a graduate tax. It concludes by putting forward the policy options that are likely to emerge in the context of the publication of the current government's Green Paper on higher education.
Journal Article
Policymaking and the politics of change in higher education: The new 1960s universities in the UK, then and now
Through an analysis of the foundation of the so-called 'new universities' in the UK, this article offers an interpretation of the change process in higher education. The argument is that although change is driven by economic and social forces, it is the political interpretation of these forces that steers the change process and, therefore, determines the shape of new institutional structures and how they are supposed to perform their tasks. The article contrasts the original steering of the change process by state and quasi-state institutions with the more recent emergence of state-regulated market pressure as the force for change in higher education.
Journal Article
Understanding Mass Higher Education
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.
eBook
Expanding the English medical schools: The politics of knowledge control
Since 1997 there have been two concerted attempts to expand the number of medical school students in England: by increasing the size of existing medical schools, and by creating new medical schools. These initiatives have been a direct result of government policy, although policy implementation was delegated to the state apparatus. They also led to a struggle between higher education interests and the General Medical Council for knowledge control. The aim of this article is to offer an analytical framework for this conflict, and to draw attention to consequent shifts in university governance and the epistemological framing of higher education.
Journal Article
The state and the quality agenda
This article adopts a theoretical approach to analyse the evolution of the quality agenda in English higher education. Using the concept of reification, it shows how the quasi-state has attempted to build a natural understanding of the idea of quality. However, the policy implementation process has demonstrated the fragility of the state's construction for it has failed to establish a broad consensus of support for both its idea of quality and how it should be evaluated. The shifting models of quality control represent both a continuous struggle to define what constitutes quality (with the current debate centred around the move from quality assurance to quality enhancement), and reflect the differing positions of the dominant higher education interests operating within a system driven increasingly by the interaction of market and state pressures. Given that even the state's intrusion into this territory is disputed, such instability is entirely predictable and can be expected to re-occur as the power balance among the dominant interests in higher education evolves and the policy concerns of the state change. (HRK / Abstract übernommen).
Journal Article
Compliance, resistance and seduction
Comparative studies describing the transition from higher education to work have often simplified the complex transition processes involved. In this paper we extend previous research by taking into account several steps that comprise labor market entry, e.g., recurrent education leading to more than one instance of labor market entry. By comparing Germany and the United States we also examine how the tertiary education systems influence these transitions via the mode of stratification (parallel tracks in Germany vs. consecutive tracks in the US), the coordination mechanism (state-controlled vs. market-based) and the degree of standardization in educational programs. In our empirical analyses using large-scale longitudinal survey data we find that transitions in the US are less standardized and regulated than in Germany. Furthermore, differences between students from lower- and higher-tier institutions are less marked than expected, both within and between the two countries. (HRK / Abstract übernommen).
Journal Article
Quality assurance in higher education
Since 1992, the assessment of the quality of the teaching and learning process in the United Kingdom has generated considerable political controversy. This article traces the evolution of the quality regime to the present day, which appears to signify that the contemporary arrangements are underwritten by a measure of political consensus and an emerging interest in moving beyond quality assurance to quality enhancement. The focus of the article is to provide an interpretation of the British quality agenda that recognizes the inevitability that higher education policy will be shaped by compromises arrived at between dominant political interests. And yet policy is also driven by ideas, and the article interprets the shifting quality agenda as a conflict of values about the relationship between state, the wider society and higher education. As interest in creating quality regimes for teaching and learning spreads to other systems of higher education, the question arises as to what, if anything can be learnt from the British, and more especially the English, experience? (HRK / Abstract übernommen).
Journal Article
Compliance, resistance and seduction: reflections on 20NByears of the funding council model of governance
Formally the new public management model of governance was introduced into British higher education with the passage of the 1988 Education Reform Act, which abolished the existing University Grants Committee (UGC) and instigated the funding councils. This article explores the relationship between the state, the funding councils and the universities with respect to the contemporary development of the English system of higher education. The analysis is based on an exploration of four key policy issues: the quality assurance regime, the research assessment exercises, the widening participation agenda and the introduction of student fees. The goal is to explore how the quasi-state organisations-in particular the Higher Education Funding Council for England (HEFCE)-have mediated the relationship between the state and the universities. The evidence suggests that the coupling of the state to the universities follows one of three tracks: compliance, resistance and seduction. The article explores what factors determine why one relationship (or combination of relationships) prevails, and explains patterns of change over time. The overall conclusion is that institutional interaction is very complex, and it is inaccurate-as is sometimes claimed-to view the funding council as little more than a compliant channel of government policy. Adapted from the source document.
Journal Article
