- 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
Through direct support funding, granting agencies, student scholarships, tax concessions, and other sources governments provide the vast bulk of funding to operate universities. However, governments cede control of how those funds are used to the universities, and these cede control of curricula, assessment, and standards to their academics. Why is this the case for almost all successful university systems? The usual explanation, that the best outcomes of academic pursuit occur with distributed decision making, is simply another description of what has been common in successful systems of higher education under multiple jurisdictions. An answer may come from the consideration that, typically, governments and universities operate on very different timescales. The academic cycles for teaching and research (ten to twenty-five years) far exceed the span of most government administrations (three to five years).
Mike B. Calford an accomplished neuroscientist, has served in a host of senior roles at the Universities of Wollongong, Newcastle and Tasmania, building upon a distinguished career as a researcher. Currently Provost at the Australian National University, Canberra, Mike graduated with First Class Honours in Psychology and subsequently completed his PhD with the Department of Physiology at Monash University. He has received numerous prestigious research fellowships and awards, including the Queen Elizabeth II Fellowship, the NHMRC Principal Research Fellowship, and the Australian Society for Medical Research inaugural Australian Medical Research Award. As Deputy Vice-Chancellor (Research) at University of Newcastle, he led the establishment of the flagship research centre, the Newcastle Institute for Energy and Resources, and secured $30 million in Education Infrastructure Funding to help develop the site for the institute. At University of Tasmania, as Provost, Mike reacted to poor participation rates in the State’s north, championing an Associate Degree College and securing state and federal funding for a new $300 million campus.
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