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Power & Authority in British Universities
In facing the question ‘who runs the universities’, the authors have carried out over a period of years an extensive programme of interviews, both formal and informal, as well as a detailed study of documents. Their findings are written up in the language of politics – in terms of power, authority, influence, regulation and decision making. The result is thus of value both to those with a practical interest in universities and to those with a more theoretical interest in politics or organisational behaviour.
Opinions, Publics and Pressure Groups
In the late 1960s representative democracy was under fire from various directions even in countries, like Britain and America, where it had appeared to be most secure and successful. Must democracy be a sham, either because of the power of pressure groups and other established decision-makers, or because ‘the people’ are too ignorant and irrational? What, in any case, does or can representative government mean in a complex industrial society – and what does it mean to be rational in politics? It is to these and other vital issues that this book, originally published in 1970, directs itself. In the course of their argument the authors, who feel no contradiction between their academic and their ‘radical democratic’ commitments, draw extensively upon recent empirical studies of voting, pressure groups, and of the sociological and social psychological aspects of political behaviour in Britain and the USA at the time. Problems of the nature of such evidence, the conduct of attitude surveys and opinion polls, and the relationship between modern research and the traditional themes of political theory are also analysed.
The Universities
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Quality and Access in Higher Education
The basic differences between the British and American systems of higher education are linked with other differences, namely, in curriculum, in funding, in institutional governance and popular affection. Quality and access of higher education are the continuing and connecting themes in this book.
Myth, Reality, and Reform
"Myth, Reality, and Reform bridges these critiques by balancing the importance of the four key functions of higher education: academic leadership, professional development, technological training and development, and general higher education. The book suggests how to consolidate the strengths of higher education systems while fundamentally reforming their weaker features.
