Foreword          [v]

Preface          [vii]

Glossary          [ix]

CHAPTER 1     Some Misconceptions          [1]

I You get long holidays

II You've one job, not two

III Higher education is like school

IV Students are irresponsible libertines

V It's all theory, not practical

VI Higher education sponges on the taxpayer

VII Only students and their parents benefit from higher education

VIII So what's higher education really like?

CHAPTER 2     What is Higher Education for?          [7]

I To develop attitudes and emotional integrity

II To cultivate the intellect 

III Employment

IV To develop culture and standards of citizenship

V Knowledge and research as a national resource

VI To provide an adaptable workforce with a broad range of skills

VII Aims from other perspectives

CHAPTER 3     How the System Developed          [16]

I The principles of higher education come from ancient Athens

II Medieval knowledge came from authorities and contested discussion

III The growing freedoms of expression, opinion, observation and criticism

IV The struggle to establish science, technology and practical subjects

V Government responsibility for finance and the "buffer principle"

VI The age of expansion

VII The age of equality

VIII The age of efficiency

IX The age of excellence

CHAPTER 4     Understanding the New Higher Education System          [33]

I Oxbridge 

II Other collegiate universities

III Older civic universities

IV Newer civic universities

V Post-war universities

VI Post 1992 universities 

VII Other institutions

CHAPTER 5     Is it Worth Entering Higher Education?          [39]

I What does it cost?

II What is the case for loans?

III What are the benefits?

CHAPTER 6     Students in the System: access and participation          [46]

I How many students are there?

II Getting in

III A closer look at a varied picture 

IV The benefits from accepting foreign students

V Are there too many students?

VI What are students like?

VII Local differences

VIII The admissions procedure 

CHAPTER 7     Ways of Learning          [61]

I Understanding why students behave as they do

II Planning the use of time

III Effective reading

IV Learning from lectures

V Note-taking

VI The importance of discussion

VII Personal learning

VIII Where to get help

IX Conclusion

CHAPTER 8     Assessment of Students          [78]

I There's a fundamental problem when assessing students

II The purposes of assessment

III Problems of validity

IV The unreliability of assessments

V Some factors related to examination performance

VI The need to diversify assessments 

VII Implications

VIII Conclusion

CHAPTER 9     Projects and Research          [90]

I We should all be researchers now

II Twelve typical stages in research

III The lonely life of the postgraduate research student

IV The funding of academic research

V Conclusion

CHAPTER 10     What Academic Freedom is, Why It Matters          [104]

I The general and special arguments

II Some assumptions

III Distinguishing various freedoms that are claimed

IV Which of these claims are justified?

V Why does academic freedoms matter?

CHAPTER 11     Pressures for Accountability          [110]

I Who are the stakeholders and how have they affected higher education?

II How has the demand for greater accountability been met in practice?

CHAPTER 12     The Government and Finance of Institutions          [117]

I The general character of academic management

II Academic departments

III Faculties

IV Senates and academic boards

V How the money comes and goes

CHAPTER 12 What are Academics Really Like?          [126]

I Some misleading impressions

II The changing composition of British academe 

III Understanding how academics think

IV Academic life - what is it like?

V Staff development in higher education

VI Conclusion

CHAPTER 14     The Shape of Things to Come          [138]

I The inevitability of change

II The wider world

III The higher education world - policies and tendencies

IV Conclusions and choices

INDEX          [148]