- 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 basic structure of the Oxbridge type evolved historically as a federal set of multi-disciplinary and largely self-governing colleges. Each set was balanced between competition and cooperation. A distinct feature is that teaching is divided between the university role of organizing and examining taught courses, and the college role of organizing the attendant processes of student learning, especially via the system of tutorials/supervisions, a form of apprenticeship in critical thinking. University policy is strongly influenced by faculty assemblies. This formula is now under pressure from greater dependence on government research funding, and from new performance criteria in evaluation. There are fears that new forms of state control will result in a decline of autonomy, and so the capacity for academic initiative, as universities as a whole become more market-driven.
David Palfreyman is a Fellow of New College, University of Oxford. He is also the Director of the Oxford Centre for Higher Education Policy Studies (oxcheps.new.ox.ac.uk), and a member of the Board of the Office for Students (OfS); as well as being Visiting Professor in HE Law and Policy at Hunan Normal University, China. David’s latest publication is Universities and Colleges: A Very Short Introduction (Oxford University Press, 2017), and his other publications include several with Ted Tapper (see entry below) plus The Law of Higher Education (with Dennis Farrington, Oxford University Press, 2012).
Ted Tapper spent most of his academic career at the University of Sussex (1968–2003). He is an Emeritus Professor of Politics, University of Sussex, and also holds a research professorship at the Oxford Centre for Higher Education Policy Studies (OxCheps) which is based at New College, Oxford. At Sussex he was a member of the Department of International Relations and Politics, completing his career as departmental chair.He is a fellow of the Society for Research into Higher Education (SRHE) and with David Palfreyman and Scott Thomas (Claremont Graduate University, California), is Series Editor for the Routledge comparative series ‘International Studies in Higher Education’. Other recent publications include: Reshaping the University: The Rise of the Regulated Market in Higher Education (with David Palfreyman, Oxford University Press, 2014) and The Collegial Tradition in the Age of Mass Higher Education (with David Palfreyman, 2014).
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