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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.

In facing the question ‘who runs the universities’, the authors have carried out over a period of years an extensive programme of interviews, both formal and informal, as well as a detailed study of documents. Their findings are written up in the language of politics – in terms of power, authority, influence, regulation and decision making. The result is thus of value both to those with a practical interest in universities and to those with a more theoretical interest in politics or organisational behaviour. Acknowledgements. Introduction. 1 Universities as Political Systems. 2 The Development of Modern University Government. 3 The Contemporary System in Outline. 4 Taking Academic Decisions. 5 Court, Council and Laymen. 6 The Vice-Chancellor. 7 The Bureaucracy. 8 Budgeting and the Allocation of Resources. 9 Challenges to Authority. 10 What Kind of Government? Appendix: The University of Warwick. Select Bibliography. Index.

Higher education in the UK is in crisis. The idea of the public university is under assault, and both the future of the sector and its relationship to society are being gambled. Higher education is increasingly unaffordable, its historic institutions are becoming untenable, and their purpose is resolutely instrumental. What and who has led us to this crisis? What are the alternatives? To whom do we look for leadership in revealing those alternatives? This book critically analyses intellectual leadership in the university, exploring ongoing efforts from around the world to create alternative models for organizing higher education and the production of knowledge. Its authors offer their experience and views from inside and beyond the structures of mainstream higher education, in order to reflect on efforts to create alternatives. In the process the volume asks: is it possible to re-imagine the university democratically and co-operatively? If so, what are the implications for leadership not just within the university but also in terms of higher education’s relationship to society? The authors argue that mass higher education is at the point where it no longer reflects the needs, capacities and long-term interests of global society. An alternative role and purpose is required, based upon ‘mass intellectuality’ or the real possibility of democracy in learning and the production of knowledge.

\"Higher education in the UK is in crisis. The idea of the public university is under assault, and both the future of the sector and its relationship to society are being gambled. Higher education is increasingly unaffordable, its historic institutions are becoming untenable, and their purpose is resolutely instrumental. What and who have led us to this crisis? What are the alternatives? To whom do we look for leadership in revealing those alternatives? This book critically analyses intellectual leadership in the university, exploring ongoing efforts from around the world to create alternative models for organizing higher education and the production of knowledge. Its authors offer their experience and views from inside and beyond the structures of mainstream higher education, in order to reflect on efforts to create alternatives. In the process the volume asks: is it possible to re-imagine the university democratically and co-operatively? If so, what are the implications for leadership not just within the university but also in terms of higher education's relationship to society? The authors argue that mass higher education is at the point where it no longer reflects the needs, capacities and long-term interests of global society. An alternative role and purpose is required, based upon 'mass intellectuality' or the real possibility of democracy in learning and the production of knowledge.\"-- Provided by publisher.

Written for Higher Education managers and administrators, A Practical Guide to University and College Management is a highly accessible text that offers practical guidance on how to manage the day-to-day life of universities. The authors take a proactive approach and offer a range of good practice examples and solutions, designed to resolve the dilemmas that arise in today’s rapidly changing higher education environment. Drawing on a wealth of management experience, this edited collection pulls together advice and practical guidance from expert managers working in the field of Higher Education. Each chapter is underpinned by theoretical perspectives to support invaluable pragmatic hints, mini-case studies, practical examples, and sample guidelines. The book covers four main areas: Selecting and inducting students: This section outlines the essential process for targeting, attracting, recruiting and inducting students Managing throughout the university year: Advice on the student experience, from the admissions process right up to graduation Assuring the quality of the student learning experience: How to manage course administration, student learning through assessment, student complaints and issues of quality assurance Maximising staff and student engagement: This section looks at how to maximise commitment and involvement by both staff and students, and includes approaches and examples of engagement implementation at other universities A Practical Guide to College and University Management will be of interest to Higher Education managers, administrators, and anyone looking for a pragmatic \"how to\" navigational guide that informs the working life of a university, from attracting students through to graduation. It offers managers and administrators essential training and support required to promote highly successful and efficient Higher Education Institutions, and is essential reading for anyone who works in university administration or aspires to do so. Sally Brown is Pro-Vice-Chancellor for Assessment, Learning and Teaching at Leeds Metropolitan University. She has published widely on innovations in teaching, learning and particularly assessment. Steve Denton is Pro-Vice-Chancellor and Registrar and Secretary at Leeds Metropolitan University bringing together University-wide student administrative and support services, including governance and legal matters, the academic registry, planning, student services, communication and marketing and widening access and participation. List of Illustrations 1. Beyond Bureaucracy: Managing the University Year, Steve Denton with Sally Brown PART I: Selecting and Inducting Students 2. Effective Marketing in Higher Education, Rosemary Stamp, Dennis Kelly and Anne Maruma 3. Making Students Welcome: The Admissions Process, Jean Grier, Roseanna Cross and Oluwatoyin Gladstone Oshun 4. Commencement of the Academic Year: Welcoming, Inducting and Developing Students, Michelle Morgan and Sally Brown 5. Establishing and Running a Scholarship Programme, James Forshaw PART II: Managing Throughout the University Year 6. The Students’ Union Year, Mark Grayling and Gail Stephens 7. Managing Course Administration, Christine Child, Sue King, Rachel Lander and John Ryan 8. One Great Day: Organising Graduation Ceremonies, Pam Fearnley, Rachel Frost, Maz Brook and James Arthur PART III: Assuring the Quality of the Student Learning Experience 9. Managing Assessment Systems and Processes, Sandra Mienczakowski, Paul Kelly, Christine Bexton and Ian Hamley 10. Dealing with Complaints and Appeals, Liz Buckton with Lis Child and Jackie Flowers 11. Scrutinising Quality: Working with External Examiners and Others to Maintain Standards, Katie Akerman and Phil Cardew 12. Launching the New University Presence: The Case of University Campus Suffolk, Peter Funnell and Tony Rich 13. Assuring the Quality of Educational Provision in Universities, John Dishman PART IV: Maximising Student and Staff Engagement 14. Getting the Most from Staff: Using Talents to the Full, Stewart Harper, Sarah Gray, Sue North and Sally Brown with Kathy Ashton 15. University-Community Engagement: Analysing an Emerging Field, Max Farrar with Richard Taylor 16. Practical Examples of University-Community Engagement: Some Case Studies from Leeds Met, Sally Brown, David Ward, Chris Bailey, Pete Rodgers, Tina Conkar, Michael Gray, Brigid McClure, Inder Hunjan and Jill Adam 17. Employability: Realising the Potential of a University Education, Simon Barrie, Jacqueline Andrews, Laura Dean and Inta Heimanis 18. Conclusion: Leading the University beyond Bureaucracy, Sally Brown with Steve Denton List of Contributors Index Sally Brown has worked in higher education for more than twenty years and was most recently Director of Membership Services at the Institute for Learning and Teaching in Higher Education. As well as working at Leeds Metropolitan University as Professor of Higher Education Diversity in Learning and Teaching , Professor Brown was Acting Associate Dean at Anglia Polytechnic University and Visiting Professor at the Robert Gordon University, Aberdeen and Buckinghamshire Chilterns University College. She also undertakes consultancy on learning and teaching issues in higher education across the UK and internationally including Australia, New Zealand, US, Canada, Germany, Denmark, Norway, Sweden, the Netherlands, Israel, Greece, Singapore and Ireland. She holds a Staff and Educational Development Association (SEDA) Fellowship, is an honorary Life Member of the Hellenic Adult and Distance Learning Association and an ILTHE (now Higher Education Academy) accredited member. She was also founding series editor for the ILTHE Effective Learning series with Kogan Page from 1999 onwards and was founding editor of the ILTHE journal Active Learning in Higher Education, published in conjunction with Sage Publishers. She is widely published and has edited more than a dozen volumes for Routledge and Kogan Page: her best known publications include Internationalising Higher Education , 2007 Routledge (edited with Elspeth Jones); Towards Inclusive Learning, 2006 Routledge (edited with Mike Adams); Higher Education , 2007 Kogan Page, with Elspeth Jones; Assessing Learners in Higher Education , with Peter Knight, Kogan Page 1994; Strategies for Diversifying Assessment , with Chris Rust and Graham Gibbs, OCSD 1994; Assessment Matters in Higher Education: Choosing and Using Diverse Approaches (edited with Angela Glasner); Open University Press 1999; The Lecturers Toolkit (with Phil Race), Kogan Page 1998 and Lecturing – a Practical Guide (with Phil Race), Kogan Page 2002. She was founding series editor for Kogan Page series on Staff and Educational Development until July 1999 and edited in that series Internal Audit in Higher Education (with Alison Holmes), Kogan Page 2000; Computer-Aided Assessment (with Phil Race and Joanna Bull), Kogan Page 1999; Benchmarking and Threshold Standards (with Michael Armstrong and Helen Smith), Kogan Page 1999; Facing Up to Radical Change in Universities and Colleges , (with Gail Thompson and Steve Armstrong), Kogan Page 1997; Enabling Student Learning (with Gina Wisker), Kogan Page 1996; Resource Based Learning (with Brenda Smith) Kogan Page July 1996 and Research, Teaching and Learning (with Brenda Smith), Kogan Page 1995. Steve Denton was born in Oldham in 1965. He graduated in Law from Lancaster University in 1986; following which he spent a further year as a sabbatical officer on the Students' Union. He began his career in 1987 with Hounslow Borough Council in West London, starting as a management trainee; and progressed and developed through a variety of central administrative and policy support roles. He followed this with a brief spell at Surrey County Council. In 1997, he became University Secretary and Clerk to the Board at Thames Valley University, based in Ealing, West London and Slough, Berkshire. He had responsibility for governance and legal matters, property and estates, human resources, and local community relations; and was centrally involved in development and implementation of the University’s recovery plan during a period of substantial complexity. In May 2001, Steve relocated to Yorkshire, becoming University Secretary and Clerk to the Board at Leeds Metropolitan University.In February 2004, Steve became Registrar and Secretary of the University, bringing together a range of University wide student administrative and support services, including governance and legal matters, the academic registry, planning, student services, communication and marketing and widening access and participation. He was made a Pro-Vice-Chancellor in November 2005. Steve is also Chair of UNIPOL Student Homes, Honorary Treasurer of AHUA and a member of the national executive of the Association of University Administrators (AUA).

This timely book is the first to address the role of credit in UK higher education. It provides an overview and history of the development of credit in the UK HE sector and highlights how credit can be a vehicle for widening access and student choice, for curricular flexibility and mobility of learning.

The keystones for provision in the new era of Further Education will be flexibility of response, open access, equality of opportunity, and valuing and accrediting alternative ways of learning - all linked together within the concepts of providing life-long learning opportunities. The provision of APL, along with the support services needed to ensure its success, can be used as the `acid test' of whether a college is truly open and accessible to a variety of learners. Written by an experienced manager, this book offers invaluable advice for other managers and senior staff engaged in transforming their colleges to meet students' needs.

Leadership and strategic management are both issues of central importance in raising achievement in schools and colleges and thus are at the heart of the educational debate today. This book is concerned with such major issues as: the nature of strategic management in education; the importance of vision, and mission; styles of leadership; models of educational management; and the purposes of strategic management, which here are equated with the effectiveness and improvement of the institution. It will be invaluable for students of educational management, such as those following masters degrees. It is also directly relevant to teachers and lecturers and schools of all phases and in further education colleges.