ENGAGING AND CHANGING HIGHER EDUCATION THROUGH BROKERAGE
For Ben, Jodie and Gemma
What is uncertain in the minds of others is possible. Rosabeth Kanter
Engaging and Changing Higher Education through Brokerage
Edited by
NORMAN J. JACKSON
University of Surrey, UK
First published 2003 by Ashgate Publishing
Reissued 2018 by Routledge
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Copyright Norman J. Jackson 2003
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A Library of Congress record exists under LC control number: 2002034491
ISBN 13: 978-1-138-71980-4 (hbk)
ISBN 13: 978-1-315-19406-6 (ebk)
Contents
Professor Ronald Barnett
Norman Jackson
Norman Jackson
Norman Jackson
Peter Knight
Robin Middlehurst and Norman Jackson
Norman Jackson
Norman Jackson, Cliff Allan and Chris Webster
John Stephenson and Norman Jackson
John Slater
Victor Borden, Denise Chalmers, Mark Olssen and Ian Scott
Cliff Allan is Director of the Learning and Teaching Support Network (LTSN) responsible for the strategic direction and management of the network, and the performance of its 24 Subject Centres and Generic Centre. He has worked extensively in higher education policy having been Head of Learning and Teaching Policy at the Higher Education Funding Council for England where he was responsible for, amongst other things, policy development to support the enhancement of learning and teaching.
Ronald Barnett is Professor of Higher Education at the Institute of Education, University of London. He is a recognized authority on the theory and conceptual understanding of the university and higher education. His books (all published by the Open University Press) include: The Idea of Higher Education; The Limits of Competence; Higher Education: A Critical Business, Realizing the University in an age of super complexity and (recently published), Beyond All Reason: Living with Ideology in the University. Ronald Barnett is Vice-Chair of the Society for Research into Higher Education.
Victor Borden is Associate Vice Chancellor for Information Management and Institutional Research at Indiana University-Purdue University Indianapolis (IUPUI). He is also an Associate Professor for Psychology and has an adjunct appointment in the Higher Education Leadership and Policy Studies program. He has developed his skills and experiences in institutional research and assessment at three different universities (University of Massachusetts-Amherst, George Mason University and IUPUI). He is a very active contributor to several professional organizations including the Association for Institutional Research and the American Association for Higher Education. His primary research interests are in the areas of student progress and performance and institutional and program performance indicators. His professional activities include consulting and teaching workshops on program assessment, statistics, survey research, and the use of technology for assessment, decision support, and institutional analysis.
Denise Chalmers is Director of the Teaching and Educational Development Institute (TEDI) University of Queensland in Australia. TEDI is responsible for academic staff development, learning resource development, educational multimedia development, evaluation of teaching and coordinating general staff development programs across the university. She consults nationally and internationally in her area of work and research interests and as a quality assurance reviewer. More recently she was the leader of two national higher education projects, Teaching Large Classes (2001) and Training, Support and Management of Sessional Teaching Staff (2002). Her research interests and publications are concerned mainly with teaching and learning, professional development and flexible learning methodologies in higher education contexts.
Norman Jackson combines a Senior Research Fellowship in Educational Studies at the University of Surrey with the role of Senior Professional Advisor in the Learning and Teaching Support Network Generic Centre. He has held Assistant Director posts in the Development Directorate of the Quality Assurance Agency and the Quality Enhancement Group of the Higher Education Quality Council, where he was a member of the team that undertook the Graduate Standards Programme. He was also consultant member of the UfI brokerage team that created the innovative Learning through Work scheme. His research interests are focused on how we learn, regulate, improve and change ourselves and the whole education system.
Peter Knight has a long-standing interest in the design of learning environments. Latterly, he has been exploring the design of environments likely to stimulate complex learning (summarized in a paper for an EC STRAT-ETAN expert group, entitled Complex learning: why it matters, what it is and how it may be stimulated and supported in higher education). Once a head of history, more recently a member of Lancaster Universitys Department of Educational Research, he now works in the Centre for Outcomes-Based Education at the UK Open University. He co-directs the Skills plus project on undergraduate employability.
Robin Middlehurst is Professor of Higher Education and Head of the Centre for Policy and Change in Higher Education at the University of Surrey. She has research interests in leadership, management development, quality enhancement and change in higher education. Most recently, she has completed a major policy study into the impact of developments in Borderless Education on the UK higher education system. Prior to her role at the University of Surrey, she was Director of the Quality Enhancement Group of the former Higher Education Quality Council (now Quality Assurance Agency for Higher Education). Robin also co-directs the Top Management Programme for Higher Education.
Mark Olssen is Reader and Director of Doctoral Programmes, in the Department of Educational Studies, University of Surrey. He is editor of Mental Testing in New Zealand: Critical and Oppositional Perspectives, and editor with Kay Morris Matthews of
