Research assessment exercises, teaching quality assessment, line management, staff appraisal, student course evaluation, modularization, student fees ― these are all names of innovations (and problems) in modern British universities. How far do they reflect a more conscientious approach to the effective promotion of higher education, and how far do they constitute a significant departure from traditional academic concerns and values? Using some themes of Cardinal Newman's classic The Idea of a University as a springboard, this extended essay aims to address these questions.
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Gordon Graham is Director of the Edinburgh Sacred Arts Foundation and a Fellow of the Royal Society of Edinburgh. He has taught philosophy at the Universities of St Andrews and Aberdeen, and at Princeton Theological Seminary. He has published extensively on a wide range of philosophical topics.
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