A revolution swept through universities three decades ago, transforming them from elite institutions into a mass system of higher education. Teaching was aligned with occupational outcomes, research was directed to practical results. Campuses grew and universities became more entrepreneurial. Students had to juggle their study requirements with paid work, and were required to pay back part of the cost of their degrees. The federal government directed this transformation through the creation of a Unified National System. How did this happen? What were the gains and the losses? No End of a Lesson explores this radical reconstruction and assesses its consequences.
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vii | |
| Acknowledgements |
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ix | |
| Abbreviations |
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xi | |
| Introduction |
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1 | (4) |
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1 Dawkins takes charge, 1987 |
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5 | (6) |
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11 | (25) |
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The predicament of higher education |
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13 | (9) |
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22 | (3) |
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25 | (2) |
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27 | (6) |
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33 | (3) |
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36 | (19) |
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Higher education as a market |
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37 | (4) |
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Rethinking the role of the state |
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41 | (4) |
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The collapse of the policy community |
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45 | (5) |
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50 | (5) |
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4 A Unified National System |
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55 | (29) |
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57 | (4) |
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61 | (3) |
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64 | (7) |
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71 | (6) |
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Joining the Unified National System |
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77 | (3) |
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The new model of higher education |
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80 | (4) |
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84 | (28) |
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85 | (3) |
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88 | (7) |
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Success and failure in two regional amalgamations |
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95 | (5) |
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Success and failure in four metropolitan amalgamations |
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100 | (5) |
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How unified was the National System? |
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105 | (7) |
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112 | (27) |
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113 | (6) |
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Credit transfer and the competency movement |
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119 | (7) |
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126 | (4) |
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Governing bodies and university management |
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130 | (4) |
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134 | (5) |
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139 | (24) |
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140 | (3) |
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143 | (5) |
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Performance-based funding---and three years of rewards for quality |
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148 | (6) |
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154 | (4) |
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158 | (2) |
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A higher education market? |
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160 | (3) |
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163 | (21) |
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164 | (5) |
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169 | (4) |
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173 | (5) |
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178 | (6) |
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184 | (30) |
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187 | (4) |
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Concentration and selectivity |
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191 | (8) |
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199 | (5) |
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204 | (5) |
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Innovation, commercialisation and public research |
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209 | (5) |
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10 The university changed |
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214 | (39) |
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214 | (5) |
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Convergence and differentiation |
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219 | (5) |
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224 | (3) |
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227 | (4) |
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231 | (7) |
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238 | (3) |
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Lament for the lost university |
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241 | (3) |
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The durability of the Unified National System |
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244 | (4) |
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248 | (5) |
| Notes |
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253 | (39) |
| Bibliography |
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292 | (26) |
| Index |
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318 | |
Stuart Macintyre is Professor Emeritus of the University of Melbourne and has written extensively on Australia's political and social history, as well as its intellectual traditions. His most recent book is Australia's Boldest Experiment: War and Reconstruction in the 1940s.
André Brett researches in political, economic, environmental, and transport history and takes a particular interest in the formation, modification, and demise of institutions. He is the author of Acknowledge No Frontier: The Creation and Demise of New Zealand's Provinces and a University of Wollongong Vice Chancellor's Postdoctoral Fellow.
Gwilym Croucher is a public policy academic and adviser specialising in higher education at the University of Melbourne. He is a Senior Lecturer in the Melbourne Centre for the Study of Higher Education as well as Principal Policy Adviser in the University of Melbourne's Chancellery.
