Guest editorial: the end of the British public university?

Purpose – This editorial aims to review key changes in the legislation that governs student finance in England, showing how these changes will have a significant impact on the concept of the public university in Britain. Design/methodology/approach – The assumptions behind the 2010 review of student financing in England are analysed in the context of key aspects of the political philosophy of the British coalition government, elected in 2010. Findings – While presented as an immediate solution to challenges in public financing, the introduction of full-cost graduate contributions will significantly affect the balance between the recognition of private benefit and public good in the role of the university as an institution. Practical implications – The review will contribute to informed discussion and debate for a key aspect of public policy in the UK. Originality/value – The review moves discussion from immediate concerns about the level of graduate contribution to aspects of the long-term structure of the higher education system in Britain

University governance in flux. The impact of external and internal pressures on the distribution of authority within British universities: A synoptic view

Professor Michael Shattock from the UCL Institute of Education reviews changes in British university governance over the last century and analyses the extent to which these have been driven by internal or external factors. The paper shows that although universities’ legal frameworks defining their governance structures have remained largely unchanged, the internal balances of where authority lies have to a considerable extent been contingent on external pressure and have fluctuated accordingly. In this context university autonomy has been more compromised by external forces, notably those deriving from the state, than is generally recognised. However, the changes in how authority has been distributed have in practice been decided and implemented by the universities themselves. Institutional responses to external pressures have been variable but Professor Shattock suggests that where a strong research culture exists the accumulation of social capital (or the strength of an organisational culture) has been such that radical changes from the traditional model have been resisted. The consequence is much greater diversity in institutional governance than would have been conceivable 20 years ago. It seems likely, Professor Shattock concludes, that this trend will continue

Nursing and healthcare students' experiences and use of e-learning in higher education

Aim. This paper presents research on nursing and healthcare students' experiences and use of e-learning. Background. The inception of e-learning in higher education is supported by a policy background and technological developments, yet little is known of student experience and use in the United Kingdom. Methods. Conducted in 2007 and 2008, this study employed a mixed methods approach. An initial quantitative questionnaire was completed by 25 Higher Education Institutions and nine case study sites were visited. In the sites 41 students took part in focus groups and 35 staff were interviewed. Findings. Twenty-four Higher Education Institutions used a virtual learning environment and all respondents used e-learning to enable access to course materials and web-based learning resources. Three main themes were identified from student interviews, 'Pedagogic use'; 'Factors inhibiting use' and 'Facilitating factors to engagement'. Student's main engagement with e-learning was at an instructivist level and as a support to existing face-to-face modes of delivery. Student use of Web 2.0 was limited, although a number were using social software at home. Limited computer access, computing skills, technical issues and poor peer commitment affected use. Motivation and relevance to the course and practice, in addition to an appreciation of the potential for student-centred and flexible learning, facilitated use. Conclusion. There is scope to broaden the use of e-learning that would engage students in the social construction of knowledge. In addition, experiences of e-learning use could be improved if factors adversely affecting engagement were addressed. © 2010 The Authors. Journal of Advanced Nursing © 2010 Blackwell Publishing Ltd