English Higher Education Sector Research Articles

True-belief, pragmatism or alienation: a study of HE academics’ response orientations to metrics-based evaluations

ABSTRACT While much has been written about the impact of metrics in higher education, less is known about the variety of response orientations that individual academics may adopt in reaction to the increasing metricization of academia. Taking the English higher education sector as a case study, this research surveyed the views of academics from Education and Economics departments in England regarding the impact of teaching and research metrics on their academic identity and practice. Based on a hierarchical cluster analysis of their survey and interview responses, we proposed three distinct response orientations which we called true-belief, pragmatism or alienation, based on how they negotiated or accommodated their academic practices in response to metrics-based evaluation. This heterogeneity of academics’ responses to metrics-based evaluation, proposed by our research, suggests the need for a leadership culture which acknowledges a more varied set of attitudes and challenges resulting from that evaluation. The findings of our study also make the case for a more inclusive approach to deciding the institutional response to metrics; allowing all individuals within an institution to make meaningful contributions which are better aligned to their academic identities and professional values.

The moral economies of marketised higher education

This article discusses how three other articles have employed E.P. Thompson’s concept of the moral economy to analyse movements of resistance to higher education (HE) marketisation processes. Two of the studies relate to the English HE sector while one is a study of the Israeli system. The articles were selected because they are indicative of one of the key challenges that scholars working within the sociology of higher education may encounter when applying Thompson’s ideas: rendering a faithful sense of the temporality which is foundational to Thompson’s concept, and which makes it such a powerful tool of critique regarding dominant hegemonic processes such as higher education marketisation. I conclude the article with a discussion of the challenges that arise in transferring a concept that originated in history to the sociology of higher education.

Principles of Success: Facilitating Sustainable Transformation through a Progressive Relational Pedagogy

University staff from African, Asian and other Minoritised Groups (AAMG) are not resigned to the pervasiveness of white supremacy in the corridors, classrooms, and lecture theatres of the academy. This article articulates a self-study, where we employ our own narratives and stories, as leaders, teachers, and students on a race-specific initiative. The work presented here attempts to offer a counter-narrative to the colour-evasive discourse and policymaking throughout the English Higher Education sector that perpetuates deficit perspectives for AAMG students. In addition to this, we propose a ‘Progressive Relational Pedagogy’ that provides a strong foundation for meaningful work across the Higher Education sector. In doing so, we provide a way forward in policy and practice to sustain the cultural richness, heritages, and authenticities of AAMG students. The narrative concludes with pragmatic steps towards enhancing organisational alignment, integration and governance through a race inclusion lens, courtesy of leveraging steps from a Race Inclusion Framework that is underpinned by the LEAD Enterprise Ontology (von Rosing and Laurier, 2015; Caine and von Rosing, 2018).

Discursive framings of market-based education policy and their negotiation by students: the case of ‘value for money’ in English universities

ABSTRACTMeasures that economise education are typically accompanied by discourses that prime society for change by framing the policy in individualistic and consumeristic terms. This article explores the emergence of ‘value for money’ (VfM) discourses in the English higher education sector. Using Bourdieu’s thinking tools, we explore how VfM is conceptualised by final year undergraduates paying different levels of ‘headline’ tuition fees at a Russell Group and a Post-92 university. Unsurprisingly, we find qualitative evidence of an increase in VfM negativity as fees rise. However, this does not distribute evenly across different groups of students. At both institutions, undergraduates approach VfM in complex and unexpected ways, drawing on different capitals and often pushing back against dominant discourses. A key finding is that many students report high levels of satisfaction with their institution, course and teaching, while simultaneously expressing VfM negativity because they feel tuition fees are too high.

Dynamics of Inefficiency and Merger in English Higher Education From 1996/97 to 2008/9: A Comparison of Pre‐Merging, Post‐Merging and Non‐Merging Universities Using Bayesian Methods

This paper investigates inefficiency/merger dynamics in the English higher education sector from 1996–97 to 2008–9. Merging can lead to greater efficiency, and this is the motivation for encouraging merger in the English higher education sector in a period of austerity. But inefficiency can also contribute towards the decision to merge, meaning that the relationship is two‐way. Although there is literature on the effects of merging in higher education, the dynamics are typically not modelled. This paper examines the differences in efficiency between pre‐merging, post‐merging and non‐merging universities, and explores the evolution of the effects over time following the merger. We develop a dynamic model of inefficiency and merger the estimation of which relies on Bayesian techniques organized around the use of Markov chain Monte Carlo. We find that typically merger delivers efficiency gains in the first instance, but these plateau soon after merger. Moreover, there is a wide dispersion around mean efficiency and there is a substantial group of mergers where the probability of efficiency improvement is relatively low. The policy implication is that merging universities is not a universal solution to improving their efficiency.

‘Disruption’ in UK journalism education? A study of narratives of resilience

Abstract This article examines the narratives of journalism relevant to journalism education from the perspective of those who ‘do’ journalism education in the United Kingdom. It draws on interviews with twelve individuals between 2006 and 2016 from within two distinct groups, both of which share a professional interest in journalism education: journalism educators with the UK Higher Education (HE) sector and former practicing journalists from within the industry who have a particular interest in journalism education, either as employers or as trainers within the industry. Drawing on Bourdieu’s field theory and Carlson’s theory of metajournalistic discourse the interviews highlight what Mensing describes as ‘industry-centred journalism education’ as being particularly resilient in the English HE sector. Despite reflexive notions of ‘digital disruption’ from within centres of journalism education, the practice-driven, industry-orientated approach to journalism education remains remarkably resilient over time.

From ‘rock stars’ to ‘hygiene factors’: Teachers at private accountancy tuition providers

In this article, we examine the role, status and autonomy of teachers at English private accountancy tuition providers from 1980 to the present. We argue that, during this period, teachers transformed from ‘rock stars’ who enjoyed significant status and autonomy over their work to ‘hygiene factors’ in a largely standardised and commodified teaching environment. Growing cost pressures on tuition providers and an increasing emphasis on the quality and consistency of the learning experience are identified as significant factors in this transformation. We discuss these findings with reference to current developments towards corporatisation and marketisation in the English higher education sector.

Expectation vs experience: might transition gaps predict undergraduate students’ outcome gaps?

Drawing on thematic analysis of one-to-one interviews with 85 undergraduate students, this paper offers initial, exploratory analysis of whether known outcome differentials may be partly attributable to students’ transition into university. The study is located in the English higher education sector, where fee increases have been accompanied by wider availability of metrics and outcome differentials have become a particular focus of attention. Specifically, this paper examines (in)congruence between students’ expectations of higher education and their experience while at university, tracking how recalled pre-arrival expectations correlate with socio-economic status and school type. In the case of students from ‘widening participation’ (WP) backgrounds, the effect of attendance on an intervention (access) programme is also considered. Findings point to a complex web of factors influencing the undergraduate experience of students within the same institution. For WP students, the widest gaps arise in relation to pedagogy, as the culture and curricula of higher education are initially found inconsistent with expectations. Intervention programmes make a small positive difference, primarily because social and academic confidence is enhanced. For students educated at independent schools, the widest gaps arise in relation to assessment, for which university-level support and guidance are felt to be less personalised than expected. On a structural level, findings question the reliability of output metrics as proxies for teaching quality given the extent to which they are predicted by students’ backgrounds and by the nature of their individual transition into higher education.

Responding to regulatory jolts in the English higher education sector

Throughout the world universities are having to face constantly changing environments. A particular type of important change is public policy reforms or regulatory jolts. The English higher education sector is an example of the latter, where constant regulatory jolts have been seen in past decades. Leaders at universities have needed to interpret these environmental changes and decide how to cope with them. In this paper, the case of the post-Browne Review reforms in England’s higher education sector is used in order to explore how senior leaders in universities make sense of regulatory jolts. Based on primary qualitative research, which involved 47 semi-structured interviews with senior university leaders in England, including 24 vice-chancellors, I explore how senior leaders in universities interpreted, or made sense of, the post-Browne Review regulatory jolt. The paper suggests that senior university leaders’ interpretations might be deeply intertwined with their identity interpretations of who they ar...

The maternal gift: mothers’ investment in their daughters’ higher education

This article explores the degree to which mothers participate in decisions surrounding their daughters’ university choices in the English higher education sector, based on a gendered PhD study involving mother and adult daughter pairings in southern England. Examples are given of how extended middle-class mothering practices are enabling their daughters to gain greater access to higher education. Mothers cite the burden of the debt as a key factor for their continued inclusion during the time of their daughters’ undergraduate study. Bourdieusian concepts, including gift exchange, are used to consider the explicit provision of the investment of mothers’ capital beyond compulsory education that I term ‘the maternal gift’. The maternal gift of mothers’ involvement and investment maintains social divisions for those less able to provide on such a high economic level and creates the possibility of socially divisive outcomes.

Towards an orderly exit regime in English higher education

In a competitive market, the exit of those suppliers who cannot offer an attractive product at an attractive price is seen as desirable. However, the consequences for consumers when their own supplier leaves the market in an unplanned or disorderly way may be undesirable. Exit regimes exist in regulated markets to ensure that consumers are not unduly harmed by these disorderly exits. This article considers the scope for an exit regime in the English higher education sector. It particularly considers how consumers (students) can be protected from the disorderly closure of their higher education providers, whilst retaining the principle of competitive neutrality, or the ‘level playing field’. The article also proposes actions which the sector could take in advance of Government regulation, in order to develop the form of exit regime which will give the greatest protection to students.

Carbon management at universities: a reality check

Carbon dioxide emissions from the higher education sector are globally significant. This study compares the performance of 20 institutions in English research-intensive universities to their self-set targets, using three key performance indicators. Emissions increased for all but two institutions and consequently, targets are extremely ambitious and almost certainly unachievable. Observations are supported by a 10-point appraisal that measures the environmental value of each carbon management plan and a ‘reality check’ equation to classify them as either pragmatic or ambitious. A paradox is highlighted: institutions that set realistic but relatively low targets can be penalised in league tables and lambasted for apparent lack of ambition even when they may be more likely to succeed in delivering environmental improvements. The results of a staff and student questionnaire at the University of Southampton suggest that increasing awareness on impacts of energy usage will promote a cultural shift towards becoming more energy efficient to reduce emissions. Current carbon management plans are not a good indicator of future performance. The English higher education sector has underestimated the challenge of carbon emissions reduction. Pledged targets seem unlikely to be met by English universities and the likely environmental costs may jeopardise the global competitiveness of the sector. Methods for assessing Scope 3 emissions need refining and standardizing, given they are likely to be the most significant portion of a typical university’s carbon footprint. The use of appropriate key performance indicators to foster action and promote realistic target-setting is required at sector-level to achieve the 2020 goal.

Management and accounting in English higher education influenced by environmental and academia-specific factors

This article originates from a longitudinal study of management and accounting practices in the English higher education sector. The processes of strategic management and strategic management accounting in several English higher education institutions were investigated, from planning to assessment, and their meaning to members of staff. The study has a qualitative character, focussing on how participants perceived the practices and methods that were applied in the institution. Several divisions within institutions were researched for this study. In the course of the research, contextual factors transpired to play an important role. This article discusses these environmental aspects in their own right, as these emerged as significant regarding management, strategic management and strategic management accounting in the higher education institution. The two factors that are given consideration are funding and market influences, and academia-specific characteristics, such as division of disciplines within an institution due to funding disagreements, and loyalty to the discipline rather than the institution. Against the backdrop of most recent developments, such as cuts in the teaching budget and increased tuition fees, the factors play an even more important role. Furthermore, the causal relationship of these two factors is explored. Finally, the impact upon strategic management and financial management is discussed. Conclusions for practice are that it would seem necessary to introduce some form of strategic management, in order to be able to respond to the changing circumstances of the higher education sector.

Measuring Progress: an Evaluative Study of Aimhigher South West 2003–2006

AbstractThe persistence of the social class gap in higher education (HE) participation presents one of the biggest challenges for the English HE sector at the start of the 21st century. This paper considers the evidence collected by the Aimhigher partnerships in the South West of England to assess the progress towards closing the social class gap in HE participation within their region. Since Aimhigher is a complex, long‐term initiative, these partnerships have adopted a multi‐strand approach to evaluation through a combination of secondary data, activity and quality indicators, and a longitudinal tracking study. Encouragingly, the social class gap is beginning to narrow as the number of applicants from upper social groups has fallen slightly while those from other social groups increased by 25 per cent between 2000 and 2004. HE awareness, aspirations, attainment and educational progression are also increasing. The paper raises three policy issues concerning targeting, sustainability and vocational progression. Engaging the ‘right’ beneficiaries remains a key concern. The tracking study indicates that, although over 80 per cent of Aimhigher beneficiaries have the ability to progress to HE and would be first‐generation entrants, only one in three comes from a manual background. The findings, however, indicate that compared with their peers whose parents have HE experience, these first‐generation entrants were less well informed about HE, less likely to aspire to HE by year 11, to progress to level 3 or to study A‐levels. These findings suggest that the focus on first‐generation entrants remains appropriate. Second, although wider participation in HE is beginning to happen, there is still a long way to go. Sustaining the Aimhigher programme into at least the medium term is essential if it is to complete the work it has begun and maintain the trust of the communities within which it works. Finally, the paper finds that the Aimhigher cohort includes learners who want to take a vocational route into and through HE and who are at present less well served by current provision.

The national funding of doctoral training: Warnings from the English experience

This paper explores the implications of government funding for postgraduate research in English universities. Specifically, it focuses upon the funding model introduced recently by the Higher Education Funding Council for England (HEFCE). The suggestion in the paper is that the operation of this model will seriously disadvantage certain parts of the English higher education sector, as well as particular discipline areas and professions. The argument is put that linkage between Research Assessment Exercises on the one hand, and the training of research students on the other hand, is both iniquitous and ultimately disadvantageous to the national research effort. It also runs counter to the responsibilities of HEFCE in supporting existing students in their programmes of study and throws into question the place of the national quality assurance processes that have recently been put in place. England is used here as a case study of what happens when governments begin to manipulate funding streams without considering consequences. Nations that are considering introducing research assessment exercise and/or quality assurance systems at national levels may note these consequences.

Data envelopment analysis and its application to the measurement of efficiency in higher education

The purpose of this paper is to examine the possibility of measuring efficiency in the context of higher education. The paper begins by exploring the advantages and drawbacks of the various methods for measuring efficiency in the higher education context. The ease with which data envelopment analysis (DEA) can handle multiple inputs and multiple outputs makes it an attractive choice of technique for measuring the efficiency of higher education institutions (HEIs), yet its drawbacks cannot be ignored. Thus, a number of extensions to the methodology, designed to overcome some of the disadvantages, are presented. The paper ends with an application of DEA to a data set of more than 100 HEIs in England using data for the year 2000/01. Technical and scale efficiency in the English higher education sector appear to be high on average. The Pastor, Ruiz, and Sirvent [2002. Operations Research, 50(4), 728–735] test for comparing nested DEA models is useful in reducing the full model to a smaller ‘significant’ set of inputs and outputs. Thus, the quantity and quality of undergraduates, the quantity of postgraduates, expenditure on administration, and the value of interest payments and depreciation are significant inputs to, and the quantity and quality of undergraduate degrees, the quantity of postgraduate degrees and research are significant outputs in the English higher education production process. The possibility of differences in the production frontier (and hence the distribution of efficiencies) of three distinct groups of HEIs is explored using a test proposed by Charnes, Cooper, and Rhodes [1981. Management Science, 27(6), 668–697] but no significant differences are found. Bootstrapping procedures, however, suggest that differences between the most and least efficient English HEIs are significant.