- 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
Policy, driven by simple readings of human capital theory, expects universities to deliver skilled labour to drive productivity growth and competitiveness. This approach ignores the wider role of learning in HE. England has tended to follow a market-driven approach, with weakly coordinated relationships between employers and HE, whereas Scotland has sought to provide more structured institutional support for this interaction. In both countries, there are significant issues over the ability to forecast future skill need, to match supply with demand, and to enlist employers in co-production and co-funding. In addition, there are ongoing debates about employability, a ‘war for talent’, and how best to structure interactions between business and universities.
Ewart Keep holds a Chair in Education, Training and Skills and is the Director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE) in the Department of Education at the University of Oxford. His research interests include: lifelong learning policy, learning organizations, training for low paid workers, the design and management of education and training systems, employers’ attitudes towards skills and what shape these, recruitment and selection activity, how governments formulate skills policy, higher education policy, and the nature of the linkages between skills and performance (broadly defined). He is currently working on the marketization of English further education, the role that skills play in the development of local industrial strategies, and how policy makers across the four UK nations conceive of skills policy and its linkages to other policy domains. He is a member of the HEFCW’s Student Opportunity and Achievement Group, and the Scottish Government’s Labour Market Strategy Group. He has provided advice and consultancy for the National Skills Task Force, DfES, DfE, DTI, DBIS, H.M. Treasury, the Cabinet Office, the UK Commission for Employment and Skills, the OECD, House of Commons and Scottish Parliament committees, Skills Australia, and the governments of Queensland, New South Wales and New Zealand.
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