This book examines the developments of the UK Higher Education system, from a time of donnish dominion, progressive decline and the increasing role of the market via the introduction of tuition fees. It offers a protracted empirical analysis of the seven new English universities of the 1960s: the Universities of East Anglia, Essex, Kent, Lancaster, Sussex, Warwick and York. It explores the creation of these universities and investigates how they each responded to a number of centrally-imposed initiatives for change in UK higher education that have emerged since their foundation. It discusses changes in system governance and how the Higher Education policies it generated have impacted upon a particular segment of the English university model. Divided into three parts, the book first deals with such topics as the control the University Grants’ Committee exercised in its heyday and how they initiated the launch of new universities. It then examines policy initiatives on government cuts on grants, research assessment exercises, quality assurance procedures and student tuition fees. The last part takes a broader approach to change by studying the significance and demise of Mission Groups, a changing system of Higher Education and more general changes regarding the state, the market and governance.

The initial ‘idea’ for the book emerged during the seminar Sharing of Innovative Pedagogical Practices that occurred at the University of Coimbra (Portugal) in 2018. Like all ‘good ideas’, this one originated in a conversation between colleagues from the University of Coimbra and the University of West London in the United Kingdom. The ‘idea’ of this book was to move away from sharing experiences related to teaching and learning in higher education in just one or two countries, but instead to organise a more European view about the policy, research and teaching practices that are shaping the way our students learn, academics teach and do research. We have a total of 16 chapters from academics in Portugal, the United Kingdom, Ireland, Sweden, the Netherlands, Spain, Italy, and the Czech Republic. The book is organised in four interrelated themes: (1) policy and quality; (2) professionalisation of teaching and academic development; (3) research and teaching nexus; and (4) pedagogy and practice. Enjoy reading the book!

Building on Ourania Filippakou’s previous work on higher education in the fields of governance, neoliberalism, university entrepreneurialism and marketization, institutional and social stratification, Rethinking Higher Education and the Crisis of Legitimation in Europe contributes to the debate on higher education from a critical policy perspective. Introducing new ideas on the relationships between the alleged pursuit of excellence in higher education and the ways in which both deploys and reflects how power is wielded in Europe and other neoliberal capitalist societies. The term "legitimation" is here coined to emphasize how new coercive strategies, political decisions, and management styles have emerged in the age of excellence in higher education. The book concludes with a more personal reflection on the neutrality of higher education and its illusory promises.

The new edition of Governance of Higher Education explores the work of traditional and contemporary higher education scholarship, providing readers with an understanding of the assumptions, historical traditions, and paradigms that have shaped the scholarship on governance worldwide. Updated throughout to reflect current higher education governance research and with expanded discussion of key theories and new relevant concepts, this book brings together vast and disparate writings, including frameworks drawn from a wide range of disciplines and newly bolstered case studies. Coverage includes the structures of governance, cultures and practices, the collegial tradition, as well as newfound critique of outdated organizational theory, leadership concepts, quality assurance and accountability, and system governance. Furthermore, this work synthesizes the significant theoretical, conceptual, and empirical scholarship to advance research and practice of governance. As universities across the globe face a myriad of challenges and multiple stakeholder demands, Governance of Higher Education offers scholars, practitioners, and higher education graduate students an essential resource for advancing research and the practice of governance.

Written by leading scholars and activists from Brazil, Chile, Greece, Italy, Malta, the UK, and the USA, this book shows how vitally important education is in addressing the complex social and political problems which have been exacerbated by the coronavirus pandemic. The growing protest and demonstrations worldwide, including the Black Lives Matter and environmental movements, have served as platforms to unmask the embedded racism, sexism, classism, and discrimination which are rooted in neo-colonial forms of exploitation. People are recognizing the intensification of the genocide of black youth, indigenous peoples, peasants and traditional communities in the global ghettos. The rising level of conscientization reached through these protests and demonstrations makes it clear that critical educators must refuse the return to neoliberal “normality” after pandemic. The chapters cover the tensions and contradictions that fuel debates in education concerning social distancing, collective illness, increasing social and economic inequality and privatization reforms. The contributors argue for social and environmental justice, the importance of educators and teacher unions, the role of environmental education, the need to guarantee cultural diversity and the strengthening of ancestral cultures. The book includes chapters by Noam Chomsky, Amy Goodman and Henry A. Giroux and a Foreword by Antonia Darder.

This anthology of essays by a group of distinguished scholars investigates post-1945 city planning in Britain; not from a technical viewpoint, but as a polemical, visual and educational phenomenon, shifting the focus of scholarly interest towards the often-neglected emotional and aesthetic aspects of post-war planning. Each essay is grounded in original archival research and sheds new light on this critical era in the development of modern town planning. This collection is a valuable resource for architectural, social and urban historians, as well as students and researchers offering new insights into the development of the mid-twentieth century city.