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Dimensions of Marketisation
in Higher Education

Dimensions of Marketisation in Higher Education is a critical analysis of the vari-

ous dimensions of marketisation in a global context, exploring governance, pol-
icy, financial, ethical and pedagogical aspects. Bringing together a selection of
influential authors who draw on the work of Roger Brown, the book is a timely
examination of the impact that policies regulating cost, entry and practices in
higher education can have on universities, students and academics.
This book explores the tensions and dilemmas marketisation brings into the
educational environment for academic leaders, managers and students, arguing
that they can be managed through rebalancing the relation between the market
and the educational dimensions.
Key topics include:

• The economics of higher education

• Students in a marketised environment
• Regulating a marketised sector
• Marketisation and higher education pedagogies
• Universities’ futures.

Unveiling nuanced and multifaceted perspectives and providing readers with

collective and forward-thinking critical analyses, Dimensions of Marketisation in
Higher Education will be an authoritative reference book on policy and practice,
appealing to higher education leaders, managers and scholars worldwide.
Peter John is Vice-Chancellor and Chief Executive at the University of West
London, UK.
Joëlle Fanghanel is Associate Pro Vice-Chancellor at the University of West
London, UK.
This page intentionally left blank
Dimensions of Marketisation
in Higher Education

Edited by Peter John and

Joëlle Fanghanel
First published 2016
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2016 Peter John and Joëlle Fanghanel
The right of the editors to be identified as the authors of the
editorial material, and of the authors for their individual chapters,
has been asserted in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted
or reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing
from the publishers.
Trademark notice : Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available
from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-84512-1 (hbk)
ISBN: 978-1-138-84513-8 (pbk)
ISBN: 978-1-315-72833-9 (ebk)
Typeset in Galliard
by Apex CoVantage, LLC
This volume is dedicated to Roger Brown in
recognition of his significant contribution to
the higher education policy debate
This page intentionally left blank
Contents

List of illustrations x
Notes on contributors xi
Foreword xvi
Acknowledgements xvii
List of abbreviations xviii

Editors’ introduction: ‘Fearful symmetry?’:

Higher education and the logic of the market 1
P ETE R J O H N A ND JO ËL L E FA NGH A NEL

PART I
The economics of higher education 13

1 Private commodities and public goods:

Markets and values in higher education 15
P ETE R S CO TT

2 Paying the price of expansion: Why more for

undergraduates in England means less for everyone 26
H E L EN CARAS S O A ND WIL L IA M L O CKE

3 Choice in the learning market: Tokenistic

ritual or democratic education? 38
RAJ AN I N AI D OO
viii Contents

4 Marketing and marketisation: What went

wrong, and how can we put it right? 48
RO B CU TH B ERT

5 Scotland and the higher education market 57

TO N Y BRU C E

PART II
Students in a marketised environment 67

6 Contractualising the student experience

through university charters 69
J O AN N A W IL L IA MS

7 UK universities as a single entity: Striking

a balance between public and private needs 80
BERN ARD LO NGDEN

8 Some considerations on higher education as

a ‘post-experience good’ 93
M O RG AN WHIT E

9 The ‘unravelling’ of English

higher education 102
PATRI CK AI NL EY

PART III
Regulating a marketised sector 111

10 Regulating risk in the higher education state:

Implications for policy and research 113
RO G E R KI NG

11 How the Home Office became a regulator

of higher education in England 123
G EO F F RE Y A L DERMA N

12 Making a difference: The roles

of markets and the roles of
quality assurance regimes 132
J O H N BRENNA N
 Contents ix

PART IV
Marketisation and higher education pedagogies 141

13 Shifting perspectives on research and teaching

relationships: A view from Australia 143
AN G E L A B REW

14 Developing criticality in learning and teaching

through pedagogical action research 154
L I N N O RTO N

15 Reshaping understandings, practices and policies

to enhance the links between teaching and research 164
ALAN J E N KI N S A ND MICK HEA L EY

16 Engaging the international scholarly and policy community

through active dialogue on the research-teaching nexus 175
VAN E ETA D ’ A NDREA

PART V
Universities’ futures 187

17 A critical reflection on leadership in higher education 189

RO B I N M I D D LEHU RS T

18 Reflections on evidence and higher education policy 201

G ARE TH W I L L IA MS

19 Academic quality and academic responsibility:

A critical reflection on collegial governance 210
D AVI D D . D I LL

20 Policy, what policy?: Considering the

university in the twenty-first century 223
RO N AL D BARN ET T

Editors’ conclusion: Higher education and the market:

Thoughts, themes, threads 233
J O Ë L L E F AN GHA NEL A ND P ET ER JO HN

Index 241
Illustrations

Figures
7.1 Distribution of institutions using a five-metric input
and resultant three-cluster solution comparing % teaching
income against % research income 88
7.2 Relative dependency for production of league tables
(Adapted from Salmi, 2013: 237) 90

Tables
7.1 Current classification used by the Carnegie Foundation to
group higher education providers in the US
(Carnegie Classification Website, 2014) 84
7.2 Metrics adopted for the cluster analysis 86
16.1 Purpose and scope of R & T Group seminars 181
Notes on contributors

Patrick Ainley is Professor at Greenwich University and has recently published

The Great Reversal: Young People, Education and Employment in a Declining
Economy and Education Beyond the Coalition, both with Martin Allen in 2013,
and The Great Apprenticeship Robbery in 2014. Previous books include: Lost
Generation? in 2010; Learning Policy in 1999; Apprenticeship (edited with
Helen Rainbird) in 1999; The Business of Learning, FE in the 1990s (with Bill
Bailey) in 1997; Degrees of Difference, HE in the 1990s in 1994; Class and Skill
in 1993; The Rise and Fall of the Manpower Services Commission (with Mark
Corney) in 1990; and From School to YTS in 1988.
Geoffrey Alderman is Professor of Politics and Contemporary History at the
University of Buckingham. A graduate of the University of Oxford (from
which he holds two doctorates), as well as a prize-winning journalist, Pro-
fessor Alderman is the author and co-author of numerous monographs and
learned articles on aspects of the British political system. He also enjoys an
international reputation as an authority on the management of quality and
standards in higher education.
Ronald Barnett is Emeritus Professor of Higher Education, Institute of Educa-
tion, University of London. He is the author of twenty books (ten of which
are sole-authored) on the concepts and theory of the university and higher
education. His most recent book is Imagining the University (2013). A past
Chair of the Society for Research into Higher Education (of which he is a Fel-
low), he has been an invited speaker in around thirty-five countries.
John Brennan is Emeritus Professor of Higher Education Research at the Open
University and a Visiting Professor at the London School of Economics and
at Bath and London Metropolitan universities. A sociologist by background,
for nearly 20 years he directed the Centre for Higher Education Research
and Information at the Open University. He has published several books and
many reports and articles on higher education and its changing relationship
with society.
xii Notes on contributors

Angela Brew is a Professorial Fellow in the Learning and Teaching Centre at

Macquarie University, Australia. She is Honorary Associate Professor, Uni-
versity of Sydney and Visiting Professor, Gloucestershire University UK. She
has published seven books and over 200 articles, book chapters, conference
papers and reports. Her research is focused on the nature of research and its
relation to teaching, learning and scholarship, models of research-led teaching
and undergraduate research.
Tony Bruce is a higher education consultant who works principally on pen-
sion issues but also contributes to the work of the Higher Education Policy
Institute. He was formerly Director of Policy Development and then Director
of Research at Universities UK, 1992–2010, specialising in higher education
funding issues. He is also a military historian who has published books on
naval history and the First World War.
Helen Carasso’s research concentrates on higher education policy, particularly in
the context of undergraduate fees and funding in the UK. She is a member of
the SKOPE research group in the Department of Education at the University
of Oxford and sits on the Council of the Society for Research into Higher
Education. Recently, Helen collaborated with Roger Brown as researcher and
second author on Everything for Sale? The marketisation of UK higher educa-
tion (2013).
Rob Cuthbert is Professor of Higher Education Management at the University
of the West of England with 20 years’ senior management experience as Dean,
Deputy Vice-Chancellor and Acting Vice-Chancellor. His publications include
six books and many reports, articles and papers on higher education policy,
management, teaching and learning. A SRHE Fellow, he edits Higher Educa-
tion Review and SRHE News and is co-director of the consultancy partnership
Practical Academics.
Vaneeta D’Andrea is Professor Emerita at the University of the Arts London
and has been a teaching scholar in the US and the UK for over 40 years. She
has also been an international higher education consultant for over 2 decades
in Africa, Central Asia, Europe, the Gulf States, North America and South-
east Asia. She has published on branding in higher education, educational
development, educational research methods, higher education policy, quality
enhancement in higher education, excellence in teaching in higher education
and scholarship of teaching and learning (SoTL).
David D. Dill is Professor Emeritus of Public Policy at the University of North
Carolina at Chapel Hill. He has been a Visiting Research Fellow at the Uni-
versity of Manchester Business School, a Visiting Fellow at Wolfson College,
Cambridge, a Visiting Professor at the Center for Higher Education Policy
Studies (CHEPS) at the University of Twente, and at the European University
Institute. His research interests include public policy analysis, the regulation of
academic quality (http://ppaq.web.unc.edu/) and research policy.
 Notes on contributors xiii

Joëlle Fanghanel is Associate Pro-Vice-Chancellor and Head of the Graduate

School at the University of West London. She has published on academic
identities and academic work, and higher education in a globalised context. A
monograph on conceptions of teaching and learning based on her PhD was
published in 2009. Her latest book Being an Academic examines the impact of
higher education policies on academic practices in today’s universities (Rout-
ledge, 2012).
Mick Healey is a higher education consultant and researcher based in the UK,
who works across Australasia, Europe and North America. His main interest
in the teaching-research nexus is in how research may best be integrated into
higher education courses and programmes. Mick holds an Emeritus Profes-
sorship at the University of Gloucestershire, UK and is an Adjunct Professor
at Macquarie University, Australia and a Visiting Professor at the University
College London (www.mickhealey.co.uk).
Alan Jenkins has long taught and researched geography and contemporary
China studies, in higher education in the UK and North America. He is now
an educational developer and researcher on higher education and Emeritus
Professor at Oxford Brookes University, UK. With Mick Healey he is editor
for the International Section of the (US) Council on Undergraduate Research
Quarterly and has published widely on the relationship between teaching and
research (www.alanjenkins.info).
Peter John is the Vice-Chancellor and Chief Executive of the University of West
London having formerly been Pro Vice-Chancellor (Education) and Deputy
Vice-Chancellor (Academic) at the University of Plymouth. He has written
widely on the policy and practice of education and is the author of six books
and over eighty articles in academic journals. He sits on Universities UK stu-
dent policy network, the board of London Higher and the executive board of
the think-tank Million+.
Roger King is former Vice-Chancellor of the University of Lincoln and cur-
rently Visiting Professor at the University of Bath and at the University of
Queensland in Australia. He is also a Research Associate at the Centre for the
Analysis of Risk and Regulation at the London School of Economics and a
Member of the Higher Education Commission (a Westminster think-tank).
He has published numerous books and articles on governance, regulation and
globalisation in higher education.
William Locke is Reader in Higher Education Studies and Co-Director of the
Centre for Higher Education Studies at the Institute of Education, Univer-
sity of London. William was formerly Head of Learning and Teaching policy
at HEFCE and has held positions at the Open University and Universities
UK. He has a wide range of publications and has given keynote presentations
at international conferences in North America, Japan, China, Australia and
Europe.
xiv Notes on contributors

Bernard Longden is Emeritus Professor of Higher Education Policy at Liverpool

Hope University where he has been a teacher and a researcher. His research
interests bear on the student experience and include student completion rates,
performance indicator measures and the impact of funding mechanisms on
higher education provision. More recently the focus of his work has been on
higher education as a public good.
Robin Middlehurst is Professor of Higher Education at Kingston University,
attached to the Vice-Chancellor’s Office. She is also on secondment from
Kingston, at the Leadership Foundation as Director of Strategy, Research and
International (2004–2013) and since 2014 as Head of International Strategy
at the Higher Education Academy. Robin’s own research, teaching and con-
sultancy is focused on higher education policy, management and practice at
national and international levels.
Rajani Naidoo is Professor of Higher Education and Director of the Interna-
tional Centre for Higher Education Management, University of Bath. Her
research focuses on transformations in global political economy, organisational
change and the contribution of universities to the global public good. She
has acted as expert advisor to international bodies including the Finnish Acad-
emy of Science. She is on the Editorial Board of the British Journal of Sociol-
ogy of Education and the International Journal of Sociology of Education.
Lin Norton is a National Teaching Fellow (2007), Emeritus Professor of Peda-
gogical Research at Liverpool Hope University and Visiting Professor at the
University of Ulster. Formerly Dean of Learning and Teaching at Liverpool
Hope, she continues to actively champion pedagogical action research. She
regularly publishes in this area including a book, book chapters, journal arti-
cles and conference papers. Lin is also an experienced journal editor.
Peter Scott is Professor of Higher Education Studies at the Institute of Educa-
tion, University of London. He was formerly Vice-Chancellor of Kingston
University. From 2000 to 2006, he was a member of the board of the Higher
Education Funding Council for England. From 1976 to 1992, he was Edi-
tor of The Times Higher Education Supplement. His most recent book, with
Claire Callender, is Browne and Beyond: Modernizing English Higher Educa-
tion (2013).
Morgan White currently teaches part-time at Homerton College, University
of Cambridge. He is a graduate of the Department of Government and Phi-
losophy at the University of Manchester, where he received an Economic and
Social Research Council doctoral studentship to research the structural trans-
formation of higher education in Britain. His research interests are around
normative political theory and education, especially the relations between eco-
nomics, education and democracy. He is working on developing a ‘political
theory of the university’.
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