Ted Tapper

Structuring Mass Higher Education : The Role of Elite Institutions

Foreword Sheldon Rothblatt Preface 1. Structuring Mass Higher Education: Interpreting the Process of Change Ted Tapper and David Palfreyman Part I: Structural Change in Systems of Higher Education 2. U.S. Higher Education: Contemporary Challenges, Policy Options James Fairweather 3. Structural Changes in Higher Education: The Case of the United Kingdom Peter Scott 4. Nordic Higher Education in Transition Agnete Vabo and Per Olaf Aamodt 5. Latin American Higher Education: Hope in the Struggle? Alma Maldonado-Maldonado 6. Higher Education in India: The Challenge of Change N. Jayaram 7. The German Excellence Initiative and its Role in Restructuring the National Higher Education Landscape Barbara M. Kehm and Peer Pasternack 8. South Africas Elite Universities in the Oost-Apartheid Era, 1994-2007 Andre Kraak 9. The Legacy of Planning: Higher Education Development in China Kai-Ming Cheng, Yan Wang and Su-Yan Pan 10. Excellence in Dutch Higher Education: Handle with Care Frans Kaiser and Hans Vossensteyn 11. Polish Higher Education in Transition: Between Policy Making and Autonomy Ireneusz Bialecki and Malgorzata Dabrowa-Szefler Part II: Elite Institutions in the Age of Mass Higher Education 12. What is an Elite or Leading Global University? David Palfreyman and Ted Tapper 13. Elite Higher Education in France: Tradition and Transition Cecile Deer 14. The Elite Public Universities in Australia Simon Marginson 15. (Post-) Mass Higher Education and Japanese Elite Universities Fumi Kitagawa 16. The Ivy League Roger L. Geiger 17. Oxbridge: Sustaining the International Reputation Ted Tapper and David Palfreyman 18. Conclusion: Converging Systems of Higher Education? Ted Tapper and David Palfreyman Index

Reshaping the university : the rise of the regulated market in higher education

PART I: BRITISH HIGHER EDUCATION AS A SYSTEM: SHIFTING PERCEPTIONS, CHANGING REALITIES PART II: THE PRESSURE FOR CHANGE: INTERNAL AND EXTERNAL PART III: RESPONDING TO CHANGE: ORGANIZATIONAL FRAGMENTATION PART IV: TOWARDS THE FREE MARKET: ENGLISH HIGHER EDUCATION 2020

The world‐class league tables and the sustaining of international reputations in higher education

The purpose of this exploratory article is to broaden our understanding of institutional reputation. It argues that it is vital to understand how prestigious institutions of higher education evaluate the basis of their own reputations. While accepting the importance of institutional research outputs, which are so critical to the current ‘world‐class’ ranking lists, it puts forward alternative criteria that elite institutions are likely to embrace, and suggests ways in which their significance could be researched. There have been two main academic approaches to the ranking lists: the first explores their methodological weaknesses and suggests ways in which they could be improved; the second offers a moral condemnation – they are invariably poorly constructed, have negative policy connotations and their use should be restricted. This article takes a different approach: we need to know what institutions believe is the basis of their own reputations, and what changes they are prepared to pursue in order to sustain it.

Oxford, Cambridge, and the changing idea of the university: The challenge to donnish domination

This examines the changing model of the university as represented by Oxford and Cambridge. It is the first in-depth study of the two universities since Rose and Zimans Camford Observed (1964). While British universities have developed different structures and procedures it is also true that they have many of the same values and many of these core values have been influenced by the Oxbridge model. In particular, the traditions of university autonomy and donnish domination of the affairs of universities have permeated British higher education. What has changed radically in the last 25 years is the political environment of higher education. State and society are more sceptical of the demands of the universities, less sympathetic to the virtues of university autonomy, and more insistent that they respond to the needs of society. How has Oxbridge interacted with this changing environment? The authors argue that the two universities have proved adept at responding to the pressures for change but, while they will continue to remain Britains most prestitigious universities, their wider influence upon the system of higher education is in terminal decline.

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.

The application of science and scientific autonomy in great-Britain - a case-study of the science-and-engineering-research-council

Le Conseil en Recherche scientifique et Ingenierie du Royaume-Uni, concu en 1965, est la premiere institution de recherche scientifique du pays et entretient des relations etroites avec lenvironnement politique et economique de la Grande-Bretagne. Cependant des conflits internes ont vu le jour. LA. etudie les problemes actuels denvironnement et dautonomie de ce Conseil.

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.

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.

Pragmatic Reformer as Romantic Radical? Clark Kerr and the University of California at Santa Cruz

This chapter explores the reasons why the University of California at Santa Cruz (UCSC) campus was founded as a collegiate university under the leadership of Clark Kerr, then president of the entire university. What were the reasons for Kerr to push for the creation of a collegiate model? What form did this take? Why did it essentially disappear in such a short period of time? Does the rapid change in the academic character of Santa Cruz mean that the experiment was a failure? Or can it be evaluated in ways that are more sympathetic both of the attempt to construct a collegiate model and the analysis of its performance? Within the context of exploring these questions, the chapter examines a number of issues: what is meant by the idea of the collegiate university, the use of Oxbridge as the ideal-type model of collegiality, the new universities founded in Britain in 1960 as possibly a more appropriate comparative reference point for the foundation of UCSC, and whether the research-led university can incorporate a commitment to the provision of high quality undergraduate education. The chapter, therefore, places the Santa Cruz experiment within a broad context that envelops many aspects of the Anglo-American tradition of higher education.