Quality and change in higher education     

Lewis Elton  Pat Cryer 《Innovative Higher Education》1994,18(3):205-220

There is increasing evidence that the pressures on British universities for greater quality and accountability, linked closely to funding, are leading to loss of quality. These governmental pressures, exerted through the Funding Councils, are wholly different from those applied in a quite separate way from another government source, the Employment Department. This article analyses the nature and effects of the two kinds of pressures in terms of change theory. This also demonstrates that the observed effects were not only largely predictable but to a substantial extent were predicted, and warns of the danger that the resulting deleterious effects may become irreversible.Lewis Elton obtained an M.A. in Mathematics at Cambridge University and a B.Sc. in Mathematics and a Ph.D. in Theoretical Physics at the University of London. He is a Further and Higher Education Adviser to the UK Employment Department and Emeritus Professor of Higher Education at the University of Surrey. His special interests are in the improvement of university teaching and learning; staff development; distance learning; and organizational change in higher education. Pat Cryer obtained a B.Sc. in Mathematics and Physics at the University of Exeter and a Ph.D. in Educational Development at the University of Surrey. She has recently resigned as Professional Adviser of the UK Universities' Staff Development Unit and is now a Consultant in Higher Education. Her special interests are in issues of quality; staff development; and teaching large classes.The opinions expressed in this paper are our own and do not commit the Employment Department.  相似文献   

Book reviews     

Elton  Lewis  Skilbeck  Malcolm  Ross  A. M. 《Higher Education》1984,13(3):339-346

  相似文献   

To promote,or not to promote fundamental British values? Teachers’ standards,diversity and teacher education          下载免费PDF全文

Sally Elton‐Chalcraft  Vini Lander  Lynn Revell  Diane Warner  Linda Whitworth 《British Educational Research Journal》2017,43(1):29-48

In this article we seek to problematize the presence of the requirement within the teachers’ standards (DfE, 2012), that they ‘should not undermine fundamental British values’ in the context of initial teacher education in England. The inclusion of this statement within the teachers’ code of conduct has made its way from the counter‐terrorism strategy, Prevent and raises questions about Britishness, values and the relationship between the state and the profession more generally. We argue that the inclusion of the phrase within a statutory document that regulates the profession is de facto a politicization of the profession by the state thereby instilling the expectation that teachers are state instruments of surveillance. The absence of any wider debate around the inclusion of the statement is also problematic as is the lack of training for pre‐service and inservice teachers since it means this concept of fundamental British values is unchallenged and its insidious racialising implications are unrecognised by most teachers.  相似文献   

New Ways of Learning in Higher Education: Managing the Change     

Elton  Lewis 《Tertiary Education and Management》1999,5(3):207-225

  相似文献   

John Brennan, Peter de Vries and Ruth Williams (eds.) Standards and Quality in Higher Education     

Lewis Elton 《Higher Education》1999,37(1):98-99

  相似文献   

Research and teaching: symbiosis or conflict   总被引：3，自引：0，他引：3  

Lewis Elton 《Higher Education》1986,15(3-4):299-304

Existing research into correlations between teaching and research in higher education is criticized for its inadequacies, which readily account for the uncertainty of the results obtained. Arguments are then presented to show that for such a correlation to exist it is necessary for it to be mediated through scholarship. The extent to which this effect is subject dependent is discussed. Finally the conclusion is reached that there is a strong case for continuing the present practice of pursuing teaching and research in the same institution, to the mutual benefit of both.A shortened version of this paper appeared in the Times Higher Education Supplement, 18.10.1985, p.17.  相似文献   

Book reviews     

J. Bruce Francis  Michalina Vaughan  Colin Flood Page  Sally Tomlinson  R. A. Becher  Margaret C. Ives  John Urry  K. G. Collier  Meir Zadok  Charles Carter  Jürgen Schramm  Jean Barry  Graeme C. Moodie  Donald Bligh  R. A. King  D. G. Mulcahy  Peter Scott  F. R. Charmer  T. R. Bone  John A. Hughes  Roger Greenhough  Alec M. Ross  John Wakeford  Joyce Skinner  Duncan B. Nimmo  Cedric Cullingford  L. R. B. Elton 《Higher Education》1979,8(6):709-744

  相似文献   

Accountability in higher education: The danger of unintended consequences   总被引：2，自引：0，他引：2  

Lewis Elton 《Higher Education》1988,17(4):377-390

Higher education in Britain, which until recently had been allowed to conduct its affairs with minimal governmental direction, is now being subjected to increasing pressures resulting from governmental policy decisions, especially regarding public accountability. Such decisions have the effect of substantially changing social systems and frequently lead to unintended consequences, and a number of examples from higher education are given which illustrate this statement. These are analysed by means of a simple model of change. This model is then used to suggest a form of accountability based on a sharing of both power and responsibility between government and universities, which may be expected to reduce the probability of unintended consequences.An earlier version of this paper was presented at the Ninth Forum of the European Association for Institutional Research, University of Twente, Enschede, August 1987.  相似文献   

Linked Data Annotation Without the Pointy Brackets: Introducing Recogito 2     

Rainer Simon  Elton Barker  Leif Isaksen  Pau De Soto CaÑamares 《Journal of Map & Geography Libraries》2017,13(1):111-132

Recogito 2 is an open source annotation tool currently under development by Pelagios, an international initiative aimed at facilitating better linkages between online resources documenting the past. With Recogito 2, we aim to provide an environment for efficient semantic annotation—i.e., the task of enriching content with references to controlled vocabularies—in order to facilitate links between online data. At the same time, we address a perceived gap in the performance of existing tools, by emphasizing the development of mechanisms for manual intervention and editorial control that support the curation of quality data. While Recogito 2 provides an online workspace for general-purpose document annotation, it is particularly well-suited for geo-annotation, in other words annotating documents with references to gazetteers, and supports the annotation of both texts and images (i.e., digitized maps). Already available for testing at http://recogito.pelagios.org, its formal release to the public occurred in December 2016.  相似文献   

The UK Research Assessment Exercise: Unintended Consequences   总被引：3，自引：0，他引：3  

Lewis Elton 《Higher Education Quarterly》2000,54(3):274-283

It is argued that many of the consequences that have followed successive Research Assessment Exercises (RAEs) have been unintended and a high proportion of these, particularly the longer term ones, are deleterious or potentially so. Of these, the most serious is almost certainly the competitive, adversarial and punitive spirit evoked by the RAE which is clearly inherent in it. Unfortunately, it is in the nature of long term consequences that, by the time that they become apparent, they are usually beyond remedying. It is therefore essential, now that there is to be a more fundamental review of the RAE, to be aware of potentially deleterious consequences, so as to avoid them before they become apparent, let alone researchable.  相似文献