Leadership and Cooperation in Academia

Leadership and Cooperation in Academia

Reflecting on the Roles and Responsibilities of University Faculty and Management

Edited by Roger Sugden, Marcela Valania and James R. Wilson

Across the world academic institutions are being questioned by their stakeholders and pressured to change. Answering these questions requires that academics and professional managers in universities think about their work, its value and organisation. The book highlights the need for space and stimulus to reflect on the responsibilities, roles and expectations that they identify for themselves, and that others place upon them – then, they might be better able to understand and to act. Similarly, policymakers and higher education commentators need the space and stimulus to reflect on the role of universities. This book will provide this space and an invaluable contribution to the stimulus.

Chapter 2: The ‘form’ of ‘reform’. The postwar university in Britain, 1945–1992

Keith Tribe

Subjects: business and management, management and universities, education, management and universities, politics and public policy, leadership


The nature and purpose of university education in Britain is much misunderstood. The current prevailing evaluation of universities as machines for the production of human capital is a relatively new one, inapplicable to the quite recent past, as the recent writings of Stefan Collini have sought to emphasize. But given the rapidity of changes to British higher education since the later 1980s, not all directly related to the 1992 Act, it is very difficult to form a clear picture of the development of the British university system during the second half of the twentieth century, especially since there has always been so little informed discussion. In addition, while it might be assumed that well-found reform must necessarily be based upon a sound understanding of the object of reform – the historical reasons for the existence of the object in a particular given form – in the sphere of British higher education this amounts to a quite novel and radical idea. This chapter seeks to address the problem in a limited and particular way: by considering the history of the post-war New Universities, the green-field campus universities mostly associated with the 1960s, but initiated in 1950 with the opening of Keele University.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information