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Whatever Happened to the New? Absorbed into a Changing System of Higher Education?

  • Ourania FilippakouEmail author
  • Ted Tapper
Chapter
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Abstract

The chapter presents an overview of the current academic structures, with reference particularly to undergraduate studies, of the seven new English universities. It notes that there is constant reference to heritages of interdisciplinary studies but argues that, in practice for the most part, this means the offering of joint honours degree programmes of varying complexity. There is also a strong vocational element (from marketing to medicine) in many of these programmes with a strong desire (with many part-time courses) to order to enhance the size of the student base. All this is perfectly understandable in view of the market pressures that institutions face. The conclusion is that these have proven to be successful institutions, located firmly in the second from top tier of UK higher education. However, they have failed to reinvigorate the wide process of teaching and learning in the British system to spread the UGC’s message of the need to reinvigorate the new.

Keywords

Professional training Joint honours degrees Market pressures 

Reference

  1. Shattock, M. (2012). Making policy in british higher education, 1945–2011. Maidenhead: McGraw-Hill Education.Google Scholar

Electronic Sources and Websites

  1. Lancaster University. (2017). About: Lancaster University Aims. Retrieved July 10, 2017, from http://www.lancaster.ac.uk/about-us/our-principles/learning-teaching-and-assessment/lancaster-university-aims/.
  2. University of East Anglia (UEA). (2017). About Us: Our University: History of the University. Retrieved July 10, 2017, from https://www.uea.ac.uk/about/our-university/history.
  3. University Essex. (2017). About: Our History. Retrieved July 10, 2017, from https://www.essex.ac.uk/about/our-history.
  4. University of Kent. (2017). About us: Strategy and Funding. Retrieved July 10, 2017, from http://www.sussex.ac.uk/about/strategy-and-funding/strategy/overview.
  5. University of Sussex. (2017). Why Sussex. Retrieved July 10, 2017, from http://isc.sussex.ac.uk/why-sussex.
  6. University of Warwick. (2017). Study with Us. Retrieved July 10, 2017, from https://warwick.ac.uk/study/.
  7. University of York. (2017). University Handbook for Undergraduate and Taught Postgraduate Students 2016/17. Retrieved July 10, 2017, from https://www.york.ac.uk/media/studenthome/welcome/booklets/32349_University%20Handbook_amended%20web%20version.pdf.

Copyright information

© The Author(s), under exclusive licence to Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of EducationBrunel University LondonUxbridgeUK
  2. 2.Oxford Centre for Higher Education Policy Studies (OxCheps)New College, OxfordOxfordUK

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