Changes in the context of Higher Education have led to lecturers being disenfranchised. Both the introduction of new managerialism and developments in pedagogy have contributed to this process. On the one hand, performance management and the introduction of teaching and learning strategies have put issues of pedagogy and curriculum development into the realms of strategic management. On the other, student-centred learning has usurped teacher-centred models of education. In this paper, reviews of both of these trends are presented. Based on these, a benchmarking tool has been developed which enables the identification and monitoring of the way that the locus of control for various teaching-related activities has changed. This tool is then applied to the case of an MBA course that was transformed from a traditional to a distance format. The issues that arise from this case are discussed, and conclusions are drawn about the potential implications of “creeping managerialism ” in the context of Higher Education
