Public Goods and Public Policy: what is Public Good, and who and what Decides?

Higher education is usually seen as serving the public good, especially when funded directly by the state, and because of the ‘social benefit efficiency gains and potential equity effects on opportunity and reduced inequality’ (McMahon, 2009, p. 255). Calhoun (2006, p. 19) argues that public support for higher education is only given and maintained according to its capacity, capability, and willingness, to ‘educate citizens in general, to share knowledge, to distribute it as widely as possible in accord with publically articulated purposes’

Applying brand management to higher education through the use of the Brand Flux Model™– the case of Arcadia University.

Within an increasingly more competitive landscape, Higher Education Institutions (HEIs) are becoming more marketized and promotionalized. Brand building is becoming a strategic administrative goal, yet clear brand management models are lacking. This paper utilizes the Brand Flux Model™ to assist in tracking the fluxing nature or historical patterns of branding practices, and provides a graphic representation for following changes in branding or changes in position that result in either Reinforcing an existing brand, or Revitalizing, Refocusing, Renaming, or Retiring a brand. Through a case analysis of an HEI that eventually underwent a radical renaming, the various phases of the Brand Flux Model™ are explored and the critical aspect of ongoing brand management efforts is reinforced. The paper also highlights why periodic brand audits are necessary to ascertain that what the institution believes it is promoting and projecting is consistent with the actual brand image held by stakeholders, and suggests that benchmarking brand management efforts and correlating them with the stage and actions of the Brand Flux Model™ can assist in understanding branding as a growth platform for service organizations. For practitioners, this study provides a model to assist in brand management and renaming scenarios, and offers insight into channels for optimal corporate strategy. It demonstrates that making changes in branding or changes in position in order to Revitalize, Refocus (rebrand and reposition) or even Rename a brand, and then Reinforce those decisions, is critical to maintaining brand health

Measurement imperatives and their impact: Academic staff narratives on riding the metric tide

Higher education is in the grip of an unprecedented level of attention to quantitative performance indicators. The recent trajectory of government policy discourses position such measures as necessary in enabling students to have more and better information to inform their choices, in ensuring that institutions are more transparent in their offer, and in justifying to the public that government funding for higher education is well-spent. Measurement imperatives are, therefore, positioned in policy discourses as key to the generation of market competition and institutional differentiation. But beyond government policymakers, many are sceptical about their use and value. Some consider that the measures themselves are flawed instruments; some are concerned about their role in increasing surveillance of staff; and some feel they have little value in relation to enhancing knowledge and knowing, improving pedagogic relationships and developing learning communities. This chapter uses a narrative approach to explore these tensions. It includes five academics’ accounts of their personal responses to measurement imperatives. In tracing how individual narratives intersect with broader discourses of marketisation, equity and differentiation, the chapter activates the sociological imagination (C. Wright Mills, 1959) to bring into closer view some vital questions about the aims, purpose and value of contemporary higher education

The competition fetish in higher education:Shamans, mind snares and consequences

Contemporary education reform worldwide appears to be locked in a competition fetish. This article explores the varieties of competition, including traditional academic forms, contests sponsored by governments and international organisations, market competition and status wars intensified by rankings. Resisting interpretations of competition as naturally occurring, it presents various macro and micro actors, referred to as ‘shamans’, that breathe life into the phenomenon and that are responsible for its generation, constitution and reproduction. These include structural drivers associated with political and regulatory regimes; and symbolic drivers constituted by normative and affective pressures. The article focuses on the extent to which the varieties of competition reinforce, displace, mediate or counteract one another and reveals how powerful policy and symbolic drivers interact to power competition, and how competition forecloses alternative means of educational reform. The unintended consequences of competition on social equity, on academic work and on global well-being are highlighted, and suggestions are offered on ways to escape the competition trap.</p

‘Academic Freedom and World Class Universities: A virtuous circle?

Using empirical data from over 1500 respondents (drawn from across the UK) to a survey on academic freedom, and the Times Higher’s World University Rankings, this paper is a comparative assessment of the relationship between professed levels of defacto protection for academic freedom by teaching and research staff in individual UK universities, and their institution’s excellence, as evinced by world university rankings. The study reveals that normative protection for academic freedom is strongest in Russell Group universities and weakest in post-1992 institutions. Additionally, the professed level of protection for academic freedom reported by respondents to the survey is shown to have a positive relationship with the World Rankings’ positions of their institutions. Furthermore, the study considers whether academic freedom may be a prerequisite for, or defining characteristic of, a world-class university. Finally, the paper assesses the possible policy implications of this research for universities and their leaders, and higher educational policy makers, within the UK and beyond, seeking to improve the Times Higher’s World Ranking positions of their institutions