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The University of Crisis.
PRESTON, David Seth (Ed.)
Amsterdam/New York, NY, 2002, XII, 226 pp.
At the Interface/Probing the Boundaries 1
“striking, perceptive thesis … these essays are valuable as an informed commentary on the major issues and problems confronting today’s university, indeed, the university of crisis”
The European Legacy, Vol. 10, Nr. 1, 1 February 2005
This book began as a collection of papers presented at a conference entitled ‘The Future Business of Higher Education’ held at Oxford University. The contributions range from those who grapple with the question of what a University should do, through those concerned with making Higher Education more efficient, to some who were already planning for some technologically inevitable virtual future. These disparate leanings led to inevitable conflict and a challenge in editing into book form. In compiling and editing the chapters the editor has tried to preserve some of the diversity of opinion presented at Oxford. By doing so it is apparent that some individual contributors would find unacceptable much of what others in the book have to say. The traditionalists clash with the modernizers, the Left with the Right, Public with Private and the theorists with the practitioners. It is this very divergence of philosophical opinion as to the future of Higher Education that makes this book such an enjoyable and stimulating read.
List of Abbreviations
PART I The Idea of the University
Bob MACKENZIE: The Decline of the Professor: The Impact of Higher Education Change on Academic Roles
Kenneth B. PETER: Weberian Collegiality and Academic Freedom in the Western University
David Seth PRESTON: Managerialism and the Post-Enlightenment Crisis of the British University
Robert GRANT: The End of Liberal Education
David JENKINS: Diced Carrots: The RAE Explained in the Light of Game Theory
PART II Macro Contemporary Issues of the University
George DIEHR and John R. MONTANARI: The Role of Private Sector Models in Higher Education: Back to the Future
Glynis COUSIN: “It’s the Way They Tell It…” The RAE Explained in the Light of Rhetorical Criticism
Len HOLMES: Reframing the Skills Agenda in Higher Education: Graduate Identity and the Double Warrant
PART III Micro Contemporary Issues of the University
Amanda RELPH: The Influence of Key Skills on Higher Education
Ann BARLOW: The Implications of Widening Participation Initiatives for Learning Support in Higher Education
Elizabeth MYTTON and Janet HANSON: W(h)ither the academic Law Teacher
Ann IRVING: The Investors in People Standard and UK Higher Education
Notes on Contributors
NOTES ON CONTRIBUTORS
Ann Barlow is the Learning Support Coordinator at Manchester Metropolitan University. She leads a team of staff who provide advice and guidance on academic issues to students throughout the university. This includes organizing support for students with disabilities, providing study skills advice for students experiencing difficulties with their work, working with international students and providing advice for students who wish to review their course. Prior to joining the Learning Support Team in Student Services, Ann lectured in Information Management at the University. She is a qualified teacher and began her career teaching Mathematics to 11 to 18 year olds in state comprehensive schools.
Glynis Cousin is Senior Research Fellow in the Centre for Higher Education Development at Coventry University. Dr. Cousin divides her work between supporting the research activities of the Centre and as Research Associate on a National ESRC funded Research Program into Teaching and Learning, led by Edinburgh University with Coventry and Durham Universities as partners (Enhancing Teaching and Learning for Undergraduates).
George Diehr received his PhD in Business Administration from UCLA in Management Science. He is currently Professor of Management Science at California State University, San Marcos, where he also served as interim dean. From 1969 to 1990, he was a professor at the Graduate School of Business Administration, University of Washington. Dr. Diehr’s research has been published in the Communications of the ACM, IEEE Transactions on Knowledge and Data Engineering, European Journal of Operations Research, and Information Systems Research.
Dr. Robert Grant is a Reader in English Literature at Glasgow University. In 1999 he was Visiting Research Fellow in the Social Philosophy and Policy Centre, Bowling Green State University, Ohio. Previously a Fellow of Trinity Hall, Cambridge, and a lecturer at the University of Sussex, he has been at Glasgow for twenty-seven years. He has given over seventy invited lectures, seminar papers, and conference papers in Britain, the USA, Eastern Europe and Japan, and has published two books. The first, Oakeshott (1990), was the first single-handed, comprehensive study of the philosopher Michael Oakeshott, and the second, The Politics of Sex and Other Essays (2000), is the first of a three-volume collection compiled from over one hundred previously published essays, articles, and reviews across a variety of fields, notably aesthetics, philosophy, and politics. He has contributed both short andchapter-length articles to Routledge’s Encyclopaedia of Philosophy and Dictionary of Ethics, Theology and Society, and to Blackwell’s Companion to Aesthetics and Dictionary of Twentieth-Century Social Thought. In literature his specialist areas are Shakespeare, the Victorian period, and the Modern era. Dr. Grant is a frequent contributor to the Times Literary Supplement. The provisional titles of his two forthcoming collections are Theories and Meanings (early 2002) and The Liberal Idea (2002–3). See website: http://www2.arts.gla.ac.uk/SESLL/EngLit/staff.htm
Janet Hanson is Associate Head of Academic Services at Bournemouth University. She is responsible for developing the University’s learning and teaching strategy and manages an MA program in Professional Development (Post-Compulsory Education).
Len Holmes is Acting Director of the Management Research Centre at the University of North London. After studying philosophy at Nottingham University, he has had a varied career that has included being a hotel manager, a specialist in the training of trainers and a management developer, working in and with urban regeneration projects as an employment and training specialist, before becoming an academic in the late 1980s. His main research interests concern the nature of “higher-level” learning and competence, and the relationship between education and training and the arenas of practice with which they are linked. This has led him to develop a relational perspective on learning and skills, as an alternative to the conventional, orthodox approach. See website: http://www.re-skill.org.uk
Ann Irving worked for several large blue chip companies, mainly in research and development roles, before joining the University of Portsmouth in 1992. Whilst at Portsmouth, she developed interests in Quality Assurance in Higher Education, staff development and assessment methods. Ann is currently an Associate Dean in the Technology Faculty at Southampton Institute responsible for quality, staff development and research. Ann’s interest in the Investors in People Standard grew out of some research into academic staff’s attitudes to staff development. Since then she has been instrumental in helping her old faculty at Portsmouth gain the Investors in people standard and has given several conference papers on the topic.
David Jenkins is Visiting Professor at the Centre for Higher Education Development. He previously held Chairs at Ulster, Warwick, the South Pacific and Birmingham. He previously served on the UNCAL team evaluating the National Development Program in Computer-AssistedLearning, at the Centre for Applied Research in Education at the University of East Anglia. This followed a spell on course teams at the Open University and three years at the University of Keele as Deputy Director of the Schools Council Integrated Studies Project. He taught for seven years as Head of the English Department and athletics coach at Duffryn Comprehensive School, Gwent. Professor Jenkins publications include Dramatic Differences, a study of three TIE companies in Birmingham schools for the South Birmingham Health Authority and Chocolate Cream Soldiers, an evaluation of the Rowntree/DENI Schools Cultural Studies Project, an initiative aimed at blunting the edge of sectarianism in Northern Ireland schools. Other publications included “Curriculum Research,” for The International Encyclopaedia of Curriculum, joint editorship of Beyond the Numbers Game: a Reader in Alternative Educational Evaluation, and several Open University correspondence texts. He was also general editor of the Open Books curriculum studies series.
Bob MacKenzie, at the time of writing this paper, was Senior Lecturer in Public Sector Management at the University of Portsmouth. He is now an independent Development Consultant, whose clients include a major publishing and multi-media organization involved in global business education. Part of his role is to shape the activities of design teams who produce senior management development program for delivery via the Internet — a process popularly known as eLearning. He liaises with academics and other stakeholders involved in this multi-disciplinary enterprise. He has worked in a variety of pedagogical, management, consultancy and academic posts in different countries and sectors. His current research interests include the potential impact of the new technologies on the nature of knowledge and learning. For several years, as an insider researcher, he has been taking careful note of the impact of changes in higher education upon his role as an academic, as well as upon the roles of his colleagues. His move from traditional academia was partly prompted by an interest in exploring these issues further from the perspective of a commercial cultural intermediary.
John R. (Dick) Montanari received his Doctorate in Business Administration from the University of Colorado at Boulder in Management and Administrative Policy. He has served on the faculties of the University of Houston and Arizona State University. He is currently Professor of Strategic Management at California State University San Marcos. He has co-authored two books on strategic management and published over 50 articles and papers on management and business strategy. Dr. Montanari has served on the Editorial Review Boards of the Academy of Management Executive and the Journal of Management. Hewas selected as a Distinguished Visiting Professor at the U.S. Air Force Academy and is recognized for his contributions to the study of organizations.
Elizabeth Mytton, is Director of the University Research Centre in Post-Compulsory Education and Head of Law in the School of Finance and Law at Bournemouth University. She has worked as an academic within the University for over ten years and teaches undergraduate and postgraduate programs. She held the post of Head of Learning and Teaching within the School before moving over to managing the Law academic group. She is currently finishing an EdD in biographical research.
Kenneth Peter is an Associate Professor of Political Science at San Jose State University, where he teaches a broad range of political theory courses. Dr. Peter has also been deeply involved in academic governance, as a Chair of his local academic senate and now as a Senator to the California State University. He has previously published on Weber and Hobbes. The contribution to this volume is intended to serve as the nucleus of a larger manuscript entitled The Political Theory of Collegiality.
David Seth Preston has degrees from the universities of London, Loughborough and Sheffield. His background is in applied Information Systems especially within engineering firms. He is author of over a hundred refereed papers and three books, the most recent of which technology, managerialism and the university received wide acclaim and won the Richardson Prize for its originality. His interests are in the ethical issues raised by technology. Dr. Preston is Director of the consultancy firm, BRG, specializing in this field. He is married with three children and his main wish for the future is the continued well being of his family. His two subsidiary hopes are that he will live both to see a UK business arena that could be genuinely termed ethical and that his beloved Middlesbrough F.C. wins the Champions League. Ever the realist, he considers both these equally unlikely.
Amanda Relph is a Senior Lecturer in Operations Management at the Business School, University of Hertfordshire. She became interested in educational research whilst working on an aspect group in teaching, learning and assessment prior to a QAA visit at her previous university. She is currently undertaking an MA in Education (Lifelong Learning) with the Open University
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