Institutional strategies in response to higher skills policy in England

Hordern, Jim

doi:10.1787/hemp-24-5k9bdtj62zs3

Cited by 6 publications

(12 citation statements)

References 28 publications

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“…This is implied by the discussion on recognising 'excellence in mission' and on helping universities 'strengthen the dimensions that are priorities for them' (p.49). However, the systemic influences within higher education, at least in the U.K., are encouraging institutional isomorphism rather than differentiation (van Vught 2008;Hordern 2012aHordern , 2015a, with most HEIs seeking to maintain aspects of research, teaching and 'third stream activities'. League tables, the hierarchy of research over teaching, and comparative freedom for institutional leadership to redefine missions and strategies, tend to push all institutions in the same direction.…”

Section: Assumptions and Implications Of The Proposalsmentioning

confidence: 99%

Technical degrees and higher vocational education

Hordern

2017

Research in Post-Compulsory Education

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This paper focuses on the proposals for the introduction of 'technical degrees' in English higher education institutions advanced by the Labour party's Liam Byrne in a document entitled 'Robbins Rebooted' which was published in August 2014 by the Social Market Foundation. The context and rationale for the proposed technical degrees is discussed, identifying assumptions and implications of the proposed policy. Drawing on studies of related workforce development and higher vocational initiatives, potential problems that could arise with the implementation of the policy are outlined. This leads on to a discussion on whether the curriculum that technical degrees would offer would be an adequate preparation for work and whether the qualifications in themselves would achieve as much credibility as alternative routes through higher education. In the event, the opportunity to introduce technical degrees in the form advanced by Byrne did not arise, as the Labour party lost the general election in 2015 and did not return to office.

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Section: Assumptions and Implications Of The Proposalsmentioning

confidence: 99%

Technical degrees and higher vocational education

Hordern

2017

Research in Post-Compulsory Education

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“…For higher education institutions this could be perceived as a considerable threat to autonomy, tying institutions into structures and relationships which for many might have echoes of the past (Hordern 2012(Hordern , 2013. For the former polytechnics, memories of the governance structures and perceived interference of local government in the 1960s and 70s have influenced institutional culture to the extent that autonomy is jealously guarded (Pratt 1997, 282-91;Burgess and Pratt 1970, 140-1).…”

Section: The Role Of Industrial or Employer Representative Bodies In mentioning

confidence: 99%

“…These institutions may have seen the benefits of accessing this funding in the context of increasing risks to their other income sources, whether they be international students, loss of research funding or demographic decline affecting undergraduate intakes. The absence of substantial numbers of Russell Group or 1994 Group institutions amongst those funded may indicate that there was limited competition as part of the call for bids, and that these institutions wished to prioritise other areas of activity (Hordern 2012). The use of capacity building funding (DIUS 2008) can partially circumvent any sense amongst partners that there may be risk of any 'zero-sum' interaction, notwithstanding concerns about the sustainability of employer-institutional relationships (Kewin et al 2011).…”

Section: The Scope Of Conflictmentioning

confidence: 99%

“…Higher education institutions in the U.K. are autonomous organisations with multiple revenue streams. Irrespective of ongoing dependence on government funding for teaching and research, institutional leaders are able to consider a range of alternative strategies to achieve financial viability, and this may include ignoring some government policies (Hordern 2012). In this context of these explanations ambiguous policy may prove the only effective way of initiating change, in order to avoid outright resistance or complete disregard for the initiative.…”

Section: Ambiguity and Policy 'Appropriacy'mentioning

confidence: 99%

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An unfinished experiment: ambiguity and conflict in the implementation of higher skills policy

Hordern

2014

Research Papers in Education

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This cover sheet may not be removed from the document.Please scroll down to view the document. The policy aimed to encourage higher education institutions to engage with employers and employer representative bodies to design and deliver higher education provision that reflected the needs of employers. Using key policy documents and evidence submitted to a select committee inquiry, aspects of ambiguity and conflict in the implementation of this policy are explored. This focuses on three specific areas where disagreements amongst parties, or with government, were observed, and ambiguities of policy means and objectives. Although conflict amongst interested parties is evident, this was not extensive within the higher education sector as the policy was not seen as relevant to all institutions. The demonstrable ambiguity enables the policy to be absorbed and made appropriate to the norms and culture of the higher education sector. The experimental structure of the policy, while always ambiguous, lost its rationale with the change of U.K. government in 2010.

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“…Where employer contributions are required to make provision sustainable, institutions face multiple challenges. Difficulties with ensuring the long term financial commitment of an employer partner increases levels of risk to institutions (Hordern 2012), and employers will be reluctant to commit if they cannot foresee tangible benefits to developing their workforce through higher education programmes as opposed to other routes (Nixon et al 2006). Perhaps most significantly, most institutions lack the financial reserves to engage in experimental pilot provision in previously untested markets (Million+ 2008, UUK 2008.…”

Section: Workforce Development Design and Delivery Processesmentioning

confidence: 99%