Leadership and Cooperation in Academia
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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.
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Chapter 6: From state to market via corruption: universities in an era of privatization

Reflecting on the Roles and Responsibilities of University Faculty and Management

Philip Cooke and Fumi Kitagawa


In this chapter, we will write about three sets of key agendas that have evolved in British academia in the past generation. These are: (1) its massification, marketization and privatization, (2) its ‘corporatization’ according to the ‘administrative creep’ determinants of ‘new public management’, and (3) the questionable ethics associated with the global procurement of students and research income. The chapter is written from the multiple perspectives of two authors – a UK academic who has worked in British academia for 40 years, beginning as a lecturer and ending as a research institute director; and a Japanese lecturer, who was once an international doctoral student studying changes in the UK academic system, and later recruited as ‘international staff’ to teach in the UK system. It may be worth noting that the recent transformation of the UK system contrasts with the Japanese system, which was changing rapidly by emulating the earlier UK reforms following ‘New Public Management’ (Ferlie et al., 1996), but has evolved relatively modestly in more recent years. The chapter is constructed as follows. First, following this Introduction, we begin by setting out the broad landscape of ‘marketization’ of higher education in different parts of the world.

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