srhe

The Society for Research into Higher Education


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Powerful knowledge in the fishbowl

By Jim Hordern

A review of an SRHE South West Regional Network event on ‘Knowledge and power in higher education’

On 8 May 2018 an SRHE SW Regional Network event held at the International Centre for Higher Education Management (ICHEM) at the University of Bath examined ‘knowledge and power in higher education’. Two speakers, Michael Young and Melz Owusu (who also treated the audience to some rap), gave opposing views. This was followed by brief comments from David Packham and a ‘fishbowl’ discussion session, which offered audience members opportunities to voice their opinions on the topic.

Young, well known for his advocacy of ‘powerful knowledge’, outlined key tenets of his thesis: firstly, that the knowledge taught in schools and higher education should be specialised and differentiated from everyday experience, and secondly that the disciplines in higher education provide a reasonable means for organising that knowledge. Young emphasised that access to powerful knowledge should be an entitlement in a democratic society, and that this entitlement is undermined by the attack on collegiality in academia.

Owusu echoed aspects of postcolonial and critical theory to argue that the academy represents an ‘all-encompassing Eurocentric epistemology’, and that this implicitly and explicitly excludes non-European knowledges and cultural traditions. For Owusu, Continue reading


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Preventing Plagiarism – Professional Development Programme

By Caroline Jones and Gill Mills

Report of an SRHE Professional Development Programme Event held in January 2018

This event was relevant and current for all who work in and across HE. Plagiarism is a contentious and serious matter for students in higher education and a challenge for staff; it made the ‘Preventing Plagiarism’ professional development programme both intriguing and attractive. We all want to know how to ensure our students never fall into the trap of attempting to pass off the work of others as their own.  However many times we point students in the direction of institutional regulations and talk about ‘plagiarism’ and ‘misconduct’ there are still frequent cases. Sadly, plagiarism is becoming more accessible to students, owing to the perils of essay mills, contract cheating and now even spy kits. Institutional policies are rightly steeped in procedural routes and punishments can be severe, with misconduct panel meetings, outcomes logged on a student’s record, and even expulsion from the institution. Both staff and students report that these processes are stressful, severe and unpleasant experiences. In a bid to make changes Continue reading


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Doing good by wealth

By Paul Temple

If you’re old enough, you’ll remember when “millionaire” was used to describe someone who was almost unimaginably rich. Then, sometime towards the end of the last century, “billionaire” took its place – a reflection, probably, of both inflation and increasing disparities of wealth. Now, in America, being a billionaire is no big deal (540 of them, apparently) – you have to be a multibillionaire for people to take notice. Jeff Bezos, the Amazon boss, is worth $100bn. Globally, the top 1% own as much as the remaining 99%. (SRHE members need to tread a little carefully here: Continue reading

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Academic freedom and freedom of speech

By Rob Cuthbert

In universities worldwide the debate about academic freedom and free speech continues, which is just as it should be. Meanwhile journalists in the popular press seem to have decided that political correctness and the ‘snowflake generation’ have made it impossible for anyone to debate anything in universities any more. But for those journalists, ‘research’ usually consists of looking at other journalists’ opinion pieces and referring to an alleged ‘free speech’ ranking from Spiked. This greatly exercised Registrarism’s Paul Greatrix, whose vituperative blog on 16 February 2017 said that as usual the new ranking was “sure to grab the headlines as examples of shocking repression in the higher education sector are paraded in the quality press”. As if to prove his point, a report from the Adam Smith Institute on alleged left-wing bias in academia was attacked by Aidan Byrne (aka Plashing Vole), aiming to debunk what he called this sinister new addition to the debate. The report was called Lackademia, though the URL was blunter: it read “Left Wing Bias Paper”.

Beyond the mass media there is a more informed debate. A faculty committee at the University of Minnesota Continue reading


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Max Weber and the rationalisation of education

By Geoff Hinchliffe

In order to understand our own times, it can be beneficial to go back in time, in order to take advantage of a fresh perspective from afar. One thinker who was uncannily prescient about some of our current concerns in higher education was Max Weber (1864-1920). Weber has always been held in high esteem, of course, by sociologists. But I think what he has to say about the effects of bureaucratisation are of interest to anyone working in higher education at the moment.

Weber thought that the methods and techniques of bureaucracy were all-pervasive in a modern industrial society. These techniques were by no means confined to the state: bureaucracy colonised all forms of commercial and institutional behaviour – including education. And these techniques were also accompanied by a certain habit of mind which Weber called rationalisation.  In his book, the Protestant Ethic, Weber famously invokes the ‘iron cage’ which modern man had constructed for himself, signifying the development of procedures and behaviours necessary for a modern economic order whilst “the rosy blush of its laughing heir, the Enlightenment, seems to be irretrievably fading” (Weber, p. 181-2).

This ‘iron cage’ – the cage of rationalisation – includes : Continue reading

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Academic practice, identity and careers

By Bruce Macfarlane

The word ‘traditional’ is possibly the most over-used term in the higher education discourse. In common with nearly all institutions that have endured for any substantial length of time, such as the Church of England or the Conservative Party, the University has been adroit at re-inventing itself. The latest re-imagining is that ‘traditional’ universities are research-led institutions. This myth has comparatively recent roots linked to the growth of an audit culture, expansion and stratification on an international basis, and academic performativity at an individual level. These trends have collectively re-shaped the nature of academic practice and identity over the last 50 years.

An insight into how priorities have changed among academics during the recent past is provided by Halsey and Trow’s seminal study, published in 1971, of a then still small and elite British higher education sector drawing on data gathered in the mid-1960s (at a time when the SRHE was being formed). They found that British academics were overwhelmingly oriented towards teaching rather than research. A mere 10 per cent were even ‘interested’ in research while just 4 per cent regarded research as their primary responsibility (Halsey & Trow, 1971). The study concludes Continue reading