Journal article 228 views
Elite UK Business Schools: from cathedrals of learning to cathedrals of earning?
Studies in Higher Education, Volume: 49, Issue: 3, Pages: 505 - 517
Swansea University Author:
Richard Baylis
DOI (Published version): 10.1080/03075079.2023.2240840
Abstract
Changes in government policy and funding structures, alongside a rapidly evolving (international) market for education have made education provision a key revenue driver for UK higher education institutions. In this setting, the Russell Group of Universities (RGU), a self-selected association of eli...
Published in: | Studies in Higher Education |
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ISSN: | 0307-5079 1470-174X |
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Informa UK Limited
2024
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URI: | https://cronfa.swan.ac.uk/Record/cronfa64066 |
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v2 64066 2023-08-10 Elite UK Business Schools: from cathedrals of learning to cathedrals of earning? 94b4f1c7033b10801cd7696329c5d15d 0000-0003-0080-647X Richard Baylis Richard Baylis true false 2023-08-10 BAF Changes in government policy and funding structures, alongside a rapidly evolving (international) market for education have made education provision a key revenue driver for UK higher education institutions. In this setting, the Russell Group of Universities (RGU), a self-selected association of elite, research-intensive universities and Business Schools (BSs) appear to be at the forefront of commercialising their educational activities at an institutional and a discipline level to enhance revenues. Using interview evidence from established academics, and drawing on the framework of academic capitalism and notions of morality in higher education, respectively, this study explores the play-out of the commercialisation of educational activities at a selection of RGU BSs and its implications for education provision. Results suggest major shifts in university cultures and systems – aligning them to capitalise on the market for (international) education. Activities include the creation of a suite of demand- and efficiency-led programmes in response to market intelligence, establishment of financial targets to nurture growth, efforts to seek out new markets and influencing admissions practices. The ensuing changes have disrupted extensively the educational spaces at the micro level in which meaningful learning for business students, as nurtured by values of academic care and responsibility, can take place. Operating at a distance from their students and in restrictive ways in response to large student numbers, faculty are limited in the extent to which they can enrich these students’ experiences and enable them to reach their full potential. Journal Article Studies in Higher Education 49 3 505 517 Informa UK Limited 0307-5079 1470-174X Higher education, Business Schools, corporatisation, academic capitalism, morality in education, care ethics 3 3 2024 2024-03-03 10.1080/03075079.2023.2240840 http://dx.doi.org/10.1080/03075079.2023.2240840 COLLEGE NANME Accounting and Finance COLLEGE CODE BAF Swansea University Not Required 2024-02-23T13:32:01.0273355 2023-08-10T08:08:30.1845734 Faculty of Humanities and Social Sciences School of Management - Accounting and Finance Alpa Dhanani 0000-0002-2504-2616 1 Richard Baylis 0000-0003-0080-647X 2 Under embargo Under embargo 2023-09-22T09:18:30.6798614 Output 351858 application/pdf Accepted Manuscript true 2025-02-09T00:00:00.0000000 true eng |
title |
Elite UK Business Schools: from cathedrals of learning to cathedrals of earning? |
spellingShingle |
Elite UK Business Schools: from cathedrals of learning to cathedrals of earning? Richard Baylis |
title_short |
Elite UK Business Schools: from cathedrals of learning to cathedrals of earning? |
title_full |
Elite UK Business Schools: from cathedrals of learning to cathedrals of earning? |
title_fullStr |
Elite UK Business Schools: from cathedrals of learning to cathedrals of earning? |
title_full_unstemmed |
Elite UK Business Schools: from cathedrals of learning to cathedrals of earning? |
title_sort |
Elite UK Business Schools: from cathedrals of learning to cathedrals of earning? |
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94b4f1c7033b10801cd7696329c5d15d |
author_id_fullname_str_mv |
94b4f1c7033b10801cd7696329c5d15d_***_Richard Baylis |
author |
Richard Baylis |
author2 |
Alpa Dhanani Richard Baylis |
format |
Journal article |
container_title |
Studies in Higher Education |
container_volume |
49 |
container_issue |
3 |
container_start_page |
505 |
publishDate |
2024 |
institution |
Swansea University |
issn |
0307-5079 1470-174X |
doi_str_mv |
10.1080/03075079.2023.2240840 |
publisher |
Informa UK Limited |
college_str |
Faculty of Humanities and Social Sciences |
hierarchytype |
|
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facultyofhumanitiesandsocialsciences |
hierarchy_top_title |
Faculty of Humanities and Social Sciences |
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facultyofhumanitiesandsocialsciences |
hierarchy_parent_title |
Faculty of Humanities and Social Sciences |
department_str |
School of Management - Accounting and Finance{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Accounting and Finance |
url |
http://dx.doi.org/10.1080/03075079.2023.2240840 |
document_store_str |
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description |
Changes in government policy and funding structures, alongside a rapidly evolving (international) market for education have made education provision a key revenue driver for UK higher education institutions. In this setting, the Russell Group of Universities (RGU), a self-selected association of elite, research-intensive universities and Business Schools (BSs) appear to be at the forefront of commercialising their educational activities at an institutional and a discipline level to enhance revenues. Using interview evidence from established academics, and drawing on the framework of academic capitalism and notions of morality in higher education, respectively, this study explores the play-out of the commercialisation of educational activities at a selection of RGU BSs and its implications for education provision. Results suggest major shifts in university cultures and systems – aligning them to capitalise on the market for (international) education. Activities include the creation of a suite of demand- and efficiency-led programmes in response to market intelligence, establishment of financial targets to nurture growth, efforts to seek out new markets and influencing admissions practices. The ensuing changes have disrupted extensively the educational spaces at the micro level in which meaningful learning for business students, as nurtured by values of academic care and responsibility, can take place. Operating at a distance from their students and in restrictive ways in response to large student numbers, faculty are limited in the extent to which they can enrich these students’ experiences and enable them to reach their full potential. |
published_date |
2024-03-03T13:31:58Z |
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1791696692349763584 |
score |
11.012678 |