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Browne and Beyond by Claire Callender and Peter Scott.Indd Browne and Beyond The Bedford Way Papers Series 26 Policy-making and Policy Learning in 14–19 Education Edited by David Raffe and Ken Spours 27 New Designs for Teachers’ Professional Learning Edited by Jon Pickering, Caroline Daly and Norbert Pachler 28 The Dearing Report: Ten years on Edited by David Watson and Michael Amoah 29 History, Politics and Policy-making in Education: A festschrift presented to Richard Aldrich David Crook and Gary McCulloch 30 Public Sector Reform: Principles for improving the education system Frank Coffield, Richard Steer, Rebecca Allen, Anna Vignoles, Gemma Moss, Carol Vincent 31 Educational Resource Management: An international perspective Derek Glover and Rosalind Levačić 32 Education in a Global City: Essays from London Edited by Tim Brighouse and Leisha Fullick 33 Exploring Professionalism Edited by Bryan Cunningham 34 Music Education in the 21st Century in the United Kingdom: Achievements, analysis and aspirations Edited by Susan Hallam and Andrea Creech 35 Critical Practice in Teacher Education: A study of professional learning Edited by Ruth Heilbronn and John Yandell 36 Accelerated Leadership Development: Fast tracking school leaders Peter Earley and Jeff Jones 37 Post-Compulsory Education and Lifelong Learning across the United Kingdom: Policy, organisation and governance Edited by Ann Hodgson, Ken Spours and Martyn Waring 38 From Exam Factories to Communities of Discovery: The democratic route Frank Coffield and Bill Williamson 39 An Aims-based Curriculum: The significance of human flourishing for schools Michael Reiss and John White 40 Law, Education, Politics, Fairness: England’s extreme legislation for education reform Dan Gibton 41 Making Evidence Matter: A new perspective for evidence-informed policy making in education Chris Brown A full list of Bedford Way Papers, including earlier books in the series, can be requested by emailing [email protected] Browne and Beyond Modernizing English higher education Claire Callender and Peter Scott Institute of Education Press Bedford Way Papers First published in 2014 by the Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL www.ioe.ac.uk/ioepress © Claire Callender and Peter Scott 2013 British Library Cataloguing in Publication Data: A catalogue record for this publication is available from the British Library ISBNs 978-1-78277-026-8 (paperback) 978-1-78277-058-9 (PDF eBook) 978-1-78277-059-6 (ePub eBook) 978-1-78277-060-2 (Kindle eBook) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Every effort has been made to trace copyright holders and to obtain their permission for the use of copyright material. The publisher apologizes for any errors or omissions and would be grateful if notified of any corrections that should be incorporated in future reprints or editions of this book. The opinions expressed in this publication are those of the author and do not necessarily reflect the views of the Institute of Education, University of London. Typeset by Quadrant Infotech (India) Pvt Ltd Printed by CPI Group (UK) Ltd, Croydon CR0 4YY Contents List of figures and tables ix Acknowledgements xi About the authors xii 1 Introduction 1 Claire Callender and Peter Scott 2 Public Expenditure and Tuition Fees: the search for alternative ways to pay for higher education 15 Michael Shattock 3 The Coalition Government’s reform of higher education: policy formation and political process 32 Peter Scott 4 A bridge too far: An economic critique of marketization of higher education 57 Gareth Williams 5 The End of Mystery and the Perils of Explicitness 73 Ronald Barnett 6 As easy as AAB: the impact of the quasi-market on institutions, student numbers and the higher education sector 89 Gill Wyness 7 Widening participation and social mobility 112 Anna Vignoles 8 Part-Time Undergraduate Student Funding and Financial Support 130 Claire Callender 9 Aspects of UK private higher education 159 Paul Temple 10 Postgraduate education: overlooked and forgotten? 173 Geoff Whitty and Joel Mullan vii 11 Leading the British University today: your fate in whose hands? 194 David Watson 12 Conclusion 206 Claire Callender and Peter Scott Index 219 viii List of figures and tables Figure 6.1 Degree acceptances (volume) by academic year Figure 6.2 Higher education applications and acceptances to English institutions, 1996–2011 Figure 6.3 Ratio of degree applications to acceptances, 1996–2011 Table 6.1 Student number control limits for 2012–13 Table 6.2 Student number control limits for 2012–13 by institution Figure 6.4 A-level grades, 2011 and 2012 Figure 6.5 Volume of English applicants to UK HEIs 2004–12 Figure 6.6 Application rate, English 18-, 19-, and 20-year-olds Figure 6.7 Application rate, English students age 21+ Table 6.3 Year-on-year change in English applications, by age Figure 6.8 Participation rate by IDACI quintile Figure 7.1 Higher Education Initial Participation Rate (HEIPR) for English- domiciled first-time participants in higher education courses at UK higher education institutions and English, Welsh, and Scottish Further Education Colleges (males and females) Table 8.1 UK undergraduate student characteristics by mode of study, 2009/10 Table 8.2 Maximum tuition fees to be charged in 2012/13 per year for a part- time bachelor degree for a full-time equivalent course at English universities with the largest number of part-time undergraduates Table 10.1 The backgrounds of postgraduates and undergraduates Table 10.2 A typology of postgraduate provision Table 10.3 Summary of all postgraduate students at UK HEIs in 2010–11 Figure 10.1 Sources of tuition fee income for full-time and part-time taught postgraduates Figure 10.2 Sources of tuition fee income for full-time and part-time research postgraduates ix Claire Callender and Peter Scott Table 11.1 Prosperity Index (total income over FTE students) 2010–11 for the top ten large (10k+ FTE) institutions Table 11.2 Prosperity Index (total income over FTE students) 2010–11 for the bottom ten large (10k+ FTE) institutions Table 11.3 ‘R’ funding as a proportion of ‘T+R’ 2011–12: selected institutions x Acknowledgements <text to follow> xi About the authors Ronald Barnett is Emeritus Professor of Higher Education at the Institute of Education, University of London. For the last 30years, he has been developing a social philosophy of the university and higher education, endeavouring to identify resources for advancing the educational, epistemological, and human potential of the university in a complex and challenging world. His books include The Idea of Higher Education, Realizing the University in an age of Supercomplexity, Higher Education: A critical business, Beyond All Reason: Living with ideology in the university and Being a University. His latest book is Imagining the University (Routledge, 2013). Claire Callender is Professor of Higher Education both at the Institute of Education and at Birkbeck College, University of London. Her research and writing has focused on student finances in higher education and issues related to the topic. She has been commissioned to undertake research for the most significant committees of inquiry into student funding in the UK. She gave evidence to the 2010 Independent Review of Higher Education Funding and Student Finance headed up by Lord Browne to various House of Commons Education Select Committees. Claire was awarded a Fulbright New Century Scholarship for 2007–08 and spent time at the Harvard Graduate School of Education. She has recently completed a longitudinal study of just under 4,000 part-time students and is currently conducting research, funded by the Nuffield Foundation, on parents’ access to higher education. She is about to start another ESRC funded study on undergraduate students’ attitudes to debt. Joel Mullan is Research and Policy Adviser at the 1994 Group. He was previously Education and Skills Manager at the think-tank Policy Connect, where he acted as lead researcher to the Higher Education Commission’s inquiry into postgraduate education. Michael Shattock is a Visiting Professor of Higher Education in the Centre for Higher Education Studies at the Institute of Education, a former registrar of the University of Warwick and author inter alia of Managing Successful Universities, Managing Good Governance in Higher Education and Making Policy in British Higher Education 1945–2011 (Mcgraw-Hill/ Open University Press) and some 80 articles and book chapters. He was educated at Oxford and holds honorary degrees from the xii About the authors Universities of Aberdeen, Leicester, Reading and Warwick. He is well known for his high-profile advisory work on institutional and system management and governance and chaired the 2003 OECD Review of Irish Higher Education. Peter Scott is Professor of Higher Education Studies at the Institute of Education, University of London. He is Chair of the Behavioural Sciences section of the Academia Europaea and a member of the Academy of Social Sciences. He was Vice- Chancellor of Kingston University London from 1998 until 2010 and a member of the board of the Higher Education Funding Council for England from 2000 until 2006, chairing two of its strategic committees. Previously he was Pro-Vice-Chancellor and Professor of Education at the University of Leeds and editor of The Times Higher Education Supplement (now the Times Higher Education) from 1976 until 1992. Among his previous books are The Meanings of Mass Higher Education and, with other authors, The New Production of Knowledge; The dynamics of science and research in contemporary societies and Rethinking Science: Knowledge and the public in an age of uncertainty. Paul Temple is Reader in Higher Education Management at the Institute of Education, University of London, and Co-Director of its Centre for Higher Education Studies, where he co-directs its MBA programme in higher education management.
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