Overview

UK higher education was designed for much smaller numbers of students and a very different labour market. Who goes to university is still too often determined by place of birth, gender, class or ethnicity. Who are universities for? argues for a large-scale shake up of how we organise higher education. It includes radical proposals for reform of the curriculum and how we admit students to higher education. It offers concrete solutions to the problems facing UK higher education and a way forward for universities to become more inclusive and more responsive to local and global challenges.

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9781447348900

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Reviews

''The book is a mix of shrewd practical proposals, egalitarian humanism and utopian vision. The package of reforms would not cost more, though it would open up the sector considerably. In my judgement the package as a whole is unworkable and some of it highly unlikely (e.g. the abolition of status differentials between institutions) but some of the important ideas are implementable and they would trigger an interesting cultural shift. I'm worried about some things, such as the marginalization of the full time study experience, which can be very rich, and the tendency to de-emphasis knowledge and expertise. However, the book, which is short and snappy, connects effectively to some current agendas, such as Augar's unification of HE and FE, adult education and retraining, and the need to join HE more effectively to local communities. It is powerful in the stories about exclusion, lack of fit between HE and many prospective students, and the need for an HE system that better fits the shape of people's lives.''-- Simon Marginson, Oxford University A highly necessary blend of critical humanist analysis and concrete policy proposals. -- LSE Review of Books

''The book is a mix of shrewd practical proposals, egalitarian humanism and utopian vision. The package of reforms would not cost more, though it would open up the sector considerably. In my judgement the package as a whole is unworkable and some of it highly unlikely (e.g. the abolition of status differentials between institutions) but some of the important ideas are implementable and they would trigger an interesting cultural shift. I'm worried about some things, such as the marginalization of the full time study experience, which can be very rich, and the tendency to de-emphasis knowledge and expertise. However, the book, which is short and snappy, connects effectively to some current agendas, such as Augar's unification of HE and FE, adult education and retraining, and the need to join HE more effectively to local communities. It is powerful in the stories about exclusion, lack of fit between HE and many prospective students, and the need for an HE system that better fits the shape of people's lives.''--Simon Marginson, Oxford University A highly necessary blend of critical humanist analysis and concrete policy proposals. --LSE Review of Books

Author Information

Josie McLellan is Professor of History at the University of Bristol. She is a social and cultural historian, with particular research interests in public history and the co-production of research with people outside the university. She was a course director for the Foundation Year in Arts and Humanities, an alternative route into higher education from when the programme started in 2013 to 2017. Richard Pettigrew is Professor of Philosophy at the University of Bristol, with particular interests in formal epistemology and the philosophy of mathematics. He set up the Foundation Year in Arts and Humanities. He has worked, outside the university, on projects addressing literacy in prisons and supporting adults with learning disabilities. Tom Sperlinger is Professor of Literature and Engaged Pedagogy at the University of Bristol, where he is currently working with the Widening Participation team to introduce flexible opportunities for adult learners across the arts, sciences and social sciences. He set up the part-time BA in English Literature and Community Engagement and the Foundation Year in Arts and Humanities.

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