Abstract
This article conducts a historically‐based conceptual analysis of the major paradigms of Western higher education in terms of the primary duties of academics, to whom those duties are owed, and who owns the products or services created in the pursuit of these duties. Three such paradigms are identified, relating respectively to free enquiry and teaching, to community and national development service, and to business activity as a service provider for customers or clients. The conflicts of interest which form the theme of this issue of Higher Education In Europe are hypothesized to arise when (a) there is an institutional or system mismatch between the paradigms and (b) the implications of one of the paradigms are taken to extremes by either the individual academic or the institution or system. The article concludes with six proposals for activities to minimize such conflicts.
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