- Copyright Page
- Preface and Acknowledgements
- List of Figures
- List of Tables
- List of Contributors
- The Description and Comparison of Societal Systems of Higher Education and University Management
- Criticality, Academic Autonomy, and Societal Progress
- Socializing Human Capital for Twenty-First Century Educational Goals: Suggestive Empirical Findings from Multinational Research
- Changing the Nature and Role of Universities: The Effects of Funding and Governance Reforms on Universities as Accountable Organizational Actors
- Recent Trends in East and West University Governance: Two Kinds of Hollowness
- Cycles of Evolution of Ideal Types of Universities: Causes and Consequences for the University Mission—The Case of Poland
- The Implications of a Diversifying Workforce for Institutional Governance and Management in Higher Education
- The Collegial Tradition in English Higher Education: What Is It, What Sustains It, and How Viable Is Its Future?
- Managing a University in Turbulent Times
- Critical Factors and Forces Influencing Higher Education in the Twenty-First Century
- A New World of Communications in Higher Education and Its Implications
- Leading in Higher Education
- Policy and Practice in University–Business Relations
- Macro Changes and the Implications for Equality and Social and Gender Justice in Higher Education
- Macro Changes and the Implications for Higher Education Research: A Case Study in the Health Sector and Graduate Practice
- Canada in a Global System of Higher Education: The Role of Community Engagement
- Developing and Maintaining Transnational Research Collaborations: A Case Study of Australian Universities
- Scholarship in the University: An Ecological Perspective
- Higher Education Finance: Global Realities, Policy Options, and Common Misunderstandings
- Educating for the Cooperative Society: The Role of Government in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Industry in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Universities, Research, and the Academic Professions in Fostering Good Citizenship
- Governments Need To, and Do, Trust Universities
- Education and Technological Unemployment in the Fourth Industrial Revolution
- Educating for the Innovative Society: The Role of Indian Institutes of Technology in India
- Policy Implications for Equity, Gender, and Widening Participation in Higher Education
- Reactions, Reflections, and Renewal: The Significance of Higher Education for Intellectual, Societal, and Personal Advancement
- Maintaining the Contribution of Higher Education to Societal Progress
Abstract and Keywords
The role of government in fostering HE’s contribution to societal cooperativeness is, in present conditions of high demand, contested both politically and ideologically. Although devolution of decision taking to universities is widely apparent, four types of strong influence remain in government use: mandates, funding incentives, investment in capacity-building, and overall system adjustment. These have fostered changes in the HE policy agenda from the outcomes espoused in the foundational Robbins Report namely: skilling (not prioritized), general powers of the mind, the advancement of learning, and a shared culture of citizenship. Over-skilling now grows, and leaves difficult policy questions such as: occupational filtering down, student debt and loan servicing, bureaucratic drift with related transaction costs, and decline in education standards. Considering what a university is good for, as opposed to good at, is a challenge for many policy makers.
Ken Mayhew is Emeritus Professor of Education and Economic Performance at Oxford University and Emeritus Fellow in Economics at Pembroke College, Oxford. He is also currently a member of the UK Armed Forces Pay Review Body and an Extraordinary Professor at Maastricht University. He was the founding Director of SKOPE, a multidisciplinary centre on Skills, Knowledge and Organisational Performance, based in the Oxford Department of Education. Ken obtained a First in Modern History at Worcester College, Oxford and took a Masters in Economics at LSE. In 1989 and 1990 he was Economic Director at the UK National Economic Development Office, and has worked as a consultant for a number of private and public sector organizations at home and abroad. Ken’s current research is mainly in five areas: transitions from education into the labour market; the economics of work-based training; the economics of higher education; low paid work in the UK and Europe; and the labour market as a social model. He is an editor of Oxford Economic Papers and of The Oxford Review of Economic Policy, and is on the editorial board of The Oxford Review of Education.
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