Higher education systems and institutions have used institutional mergers to address a range of different problems, particularly fragmentation amongst non-university institutions, lack of financial and academic viability, pressures for major system restructuring and external competitive threats. While mergers frequently are disruptive, strongly contested and costly in both human and financial terms, they have the potential to produce substantial longer-term benefits, particularly larger and more comprehensive institutions, stronger academic programmes, improved student services, enhanced student choice, greater institutional flexibility and, under certain conditions, increased efficiencies and cost-savings. Sensitivity to human and cultural factors and effective leadership are of utmost importance in achieving success in merger processes.

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Strategic mergers are formal combinations or amalgamations of higher education institutions with the aim of enhancing competitive advantage, or merging for 'mutual growth'. Recently, in a number of countries, there has been a decided shift from mergers initiated by governments, and dealing mainly with 'problem' cases, towards institutional-initiated mergers involving strong institutions, and with clear strategic objectives. These issues are addressed and a case study is presented of the 2004 merger that created the new University of Manchester, which aims to be among the top 25 universities internationally by 2015.

Purpose -The purpose of this paper is to report the outcome of a city-wide survey of teenagers' views on their health, and compare this with the outcomes of a science-oriented health intervention called LifeLab, a hospital-based classroom aimed at developing teenagers' attitudes towards their health and that of their future children. Design/methodology/approach -A questionnaire survey of 597 14-year olds across the city of Southampton was conducted to gauge their views and behaviour in relation to their own health. The views of 37 students who took part in innovative, hospital-based, hands-on LifeLab activities were compared with those of their peers six months after the intervention to analyse long-term impacts of the experience. Interviews were carried out with ten LifeLab students to gain further insights. Findings -The intervention created a wider appreciation among students that food they eat now could affect their long-term health and the health of their future children. Students became significantly more interested in studying science beyond compulsory schooling, and in considering science and healthcare career options. Research limitations/implications -Although results were statistically significant, the intervention sample was quite small, and further data collection is ongoing. The city-wide student response rate of 29 per cent was fairly low. Social implications -This study has shown that a carefully structured hospital-based classroom visit, and associated science lessons can have a marked effect on student engagement with healthrelated issues, and an impact on their consideration of their career choices. Originality/value -The hospital-based classroom is an innovative approach to improving teenagers' knowledge and attitudes towards their health. The paper's findings should be of interest to a range of educational stakeholders including teachers, local education authorities and local politicians concerned with health education matters.

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