Cathe rine Julia Bake we ll and Mo nic a Franc e s Gibs o n-Swe e t Strate gic marke ting in a c hanging e nviro nme nt – are the ne w UK unive rsitie s in dange r o f be ing “ stuc k in the middle ” ?
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 3 [1 9 9 8 ] 1 0 8 –1 1 3
u n iver s it y ed u ca t ion a r e p r oh ib it ive m igh t ch oos e t o s t u dy a t t h eir loca l colle ge (t h e sect or w h ich t h e Dea r in g Re p or t h a s r ecom -m en d ed s h ou ld b e exp a n d ed a n d given a d d t ion a l fu n d in g). As s u ch , t h e w ea k er u n iver s i-t ies w ii-t h ou i-t i-t h e r e p u i-t a i-t ion i-t o a i-t i-t r a ci-t s i-t u d en i-t s cou ld fi n d t h em s elves “s t u ck in t h e m id d le” (P or t er, 1985), i.e. w it h ou t t h e n eces sa r y d is -t in c-t ive cos -t or q u a li-t y com p e-t en cies in or d er t o p r ov id e s u p er ior va lu e.
Given t h a t t h e H E F CE for eca st s t h a t t h er e w ill b e 48 in s t it u t ion s op er a t in g in d efi cit by 1999 (H E F CE , 1996) su ch a s cen a r io wou ld b e d is a s t r ou s for t h e w ea k er u n iver s it ies, w h ich w ill a lm os t cer t a in ly in clu d e m a n y of t h e for m er p oly t ech n ics. As s u ch , t h eir a d m is -sion t o t h e m or e est eem ed lea gu e of u n iver s i-t ies m igh i-t w ell p r ove i-t o b e s h or i-t -lived a n d b r in gs in t o q u es t ion t h e ver y b en efi t of op t in g for a n a m e ch a n ge; es p ecia lly a s it ca n b e a r gu ed t h a t t h e in cr ea se in t h e n u m b er of u n iver s it y in st it u t ion s h a s p r ov id ed s om e of t h e im p et u s for t h e old u n iver s it ies, a n d t h eir r esp ect ive st u d en t s, t o t r y t o r ein for ce t h e d iffer en ces. As t h e m u ch q u ot ed a p h or is m goes, “if ever y b ody is som eb ody t h en n ob ody is a n y b ody ”, a n d it seem s t h a t by t r y in g t o b ecom e a “s om eb ody ” t h e n ew u n iver s it ies m ay b ecom e con ven ien t t a r get s b eh in d w h ich r a d ica l t r a n sfor m a t ion s of t h e UK’s h igh er ed u ca t ion s y st em ca n t a k e p la ce.
Of cou r s e su ch a scen a r io is ju st s u p p osi-t ion a n d iosi-t m ay w ell osi-t r a n s p ir e osi-t h a osi-t r es ea r ch r a t in gs w ill n ot b e u sed by st u d en t s in or d er t o eva lu a t e d iffer en t in s t it u t ion s (in fa ct it h a s b een s h ow n t h a t st u d en t s oft en r ely on n on -a ca d em ic cr it er ia w h en ch oosin g b et w een in s t it u t ion s – s ee Keen a n d H iggin s, 1992). Lik ew ise, t h e n e ga t ive m ed ia cover a ge w h ich h a s d ogged t h e ch a n ge m ay h ave m in i-m a l ii-m p a ct on , a n d n ot r efl ect t h e v iew s of, fu t u r e s t u d en t s. T h e follow in g r es ea r ch w a s con d u ct ed w it h sixt h -for m er s, t h er efor e, in or d er t o in ves t iga t e w h et h er fu t u r e s t u -d en t s a r e s u p p or t ive of t h e m ove t o a u n ifi e-d sy s t em . In a d d it ion t o t h is, t h e wor k a im ed t o exp lor e t h e d iffer en ces, if a n y, w h ich s ixt h -for m er s p er ceived a s exis t in g b et w een t h e old a n d n ew u n iver sit ies. Of p a r t icu la r in t er es t w a s t h e d e gr ee t o w h ich r es ea r ch w a s id en t i-fi ed a s b ein g a p er ceived d iffer en ce.
Methodology
Exploratory stage
T h e fi r s t s t a ge of t h e s t u dy con s ist ed of t wo focu s gr ou p d iscu ss ion s w h ich w er e h eld w it h gr ou p s of t en u p p er -s ixt h -for m s t u d en t s fr om a gr a m m a r sch ool a n d a sixt h -for m colle ge in t h e Gr ea t er M a n ch est er a r ea . T h e d is cu ss ion s t ook p la ce in M a r ch 1995. T h e
gr ou p s h a d b een select ed by t ea ch er s a n d r e p r esen t ed a cr oss-sect ion of a ca d em ic a b il-it y. T h e su b ject a r ea s w h ich w er e exp lor ed in clu d ed :
• w h et h er t h ey h a d a p p lied for h igh er ed u -ca t ion st u dy ;
• t h eir p r efer r ed ch oice of in s t it u t ion ; • sou r ces of in fl u en ce r e ga r d in g t h eir ch oice
of in s t it u t ion (s);
• t h eir feelin gs r e ga r d in g t h e ch a n ge in st a t u s of t h e for m er p oly t ech n ics; • t h e p er ceived d iffer en ces w h ich exist
b et w een t h e “old ” a n d “n ew ” u n iver sit ies; • w h et h er t h ey u n d er s t ood t h e r es ea r ch
d iffer en ces w h ich h a d h is t or ica lly d iv id ed t h e t wo.
Survey stage
T h e secon d p h a se of t h e r esea r ch con sist ed of a su r vey of u p p er -sixt h -for m er s fr om a con ve-n ieve-n ce sa m p le of sch ools a ve-n d s ixt h -for m col-le ges w it h in t h e n or t h -w est r e gion . T h e sa m p le of sch ools s elect ed r e p r esen t ed a cr os s-sect ion of secon d a r y -ed u ca t ion a l in st i-t u i-t ion s, i.e. p r iva i-t e sch ools, si-t a i-t e sch ools/ colle ges a n d gr a m m a r sch ools.
In t h e ligh t of t h e fin d in gs of t h e focu s gr ou p d iscu ssion s, a sem i-st r u ct u r ed q u est ion n a ir e w a s d ev ised in or d er t o in vest iga t e t h e t wo p r in cip a l r esea r ch issu es, i.e. wh et h er sixt h for m er s wer e su p p or t ive of t h e 1992 le gisla -t ion a n d wh a -t d iffer en ces -t h ey p er ceived a s exist in g b et ween t h e n ew a n d old u n iver sit ies.
Results
Focus group results
T h e focu s gr ou p r esu lt s w er e a s follow s: • Cy n icism n ot fou n d r e ga r d in g t h e va lu e
a n d wor t h of p a r t icip a t in g in h igh er ed u -ca t ion s t u dy.
• Sixt h -for m er s w er e in favou r of t h e u n ifi ed sy st em b eca u s e it w a s seen a s b ein g a fa ir er sy st em a n d in cr ea sed ch oice – h ow ever, old u n iver sit ies w er e t h e p r e-fer r ed ch oice a n d w er e s t ill seen a s b ein g “b et t er ”.
• E ven a t t h is ea r ly st a ge, som e con fu sion w a s a lr ea dy p r esen t a s t o w h et h er som e in s t it u t ion s w er e n ew or old u n iver sit ies. • In t er m s of ch oosin g b et w een in st it u t ion s,
s t u d en t s a d m it t ed t h a t t h ey oft en h a d lit t le a n d in com p let e k n ow led ge, w h ich is con -s i-st en t w it h t h e fi n d in g-s of a p r ev iou -s s t u dy (Ta lb ot a n d Br ow n , 1994).
Cathe rine Julia Bake we ll and Mo nic a Franc e s Gibs o n-Swe e t Strate gic marke ting in a c hanging e nviro nme nt – are the ne w UK unive rsitie s in dange r o f be ing “ stuc k in the middle ” ?
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 3 [1 9 9 8 ] 1 0 8 –1 1 3
Survey results
In t ot a l, 255 u s a ble q u est ion n a ir es w er e r et u r n ed a n d a n a ly sed u s in g SP SS.
Higher education applications
N ot a ll t h e r es p on d en t s w er e p la n n in g t o con t in u e w it h t h eir ed u ca t ion . How ever, t h e m a jor it y w er e a n d t h ey w er e a s k ed w h ich in st it u t ion s t h ey h a d a p p lied t o. T h e r es u lt s a p p ea r in Ta ble I fr om w h ich it ca n b e s een t h a t , a s w it h t h e focu s gr ou p s a m p le, a lm os t fou r -fi ft h s of t h e s a m p le h a d in clu d ed a t lea st on e of t h e old u n iver sit ies. H ow ever, in t h e ca s e of n ew u n iver s it ies, t h e fi gu r e w a s on ly m a r gin a lly s m a ller.
By look in g a t t h e m od e a n d a r it h m et ic m ea n s, it wou ld s eem t h a t t h e old u n iver s it ies a r e t h e m or e p op u la r a n d , lik e t h e focu s gr ou p s a m p le, p ot en t ia l s t u d en t s r ed u ce t h e d e gr ee of r is k in t h eir a p p lica t ion b eh av iou r by op t in g for on e for m er p oly t ech n ic. T h is in t er p r et a t ion is con fi r m ed if on e look s a t t h e r esp on d en t s’ m ost p r efer r ed in s t it u t ion , i.e. t h e in s t it u t ion t y p e w h ich w a s a p p lied t o m or e t h a n t h e ot h er s. For exa m p le, by look -in g a t Ta ble II, it ca n b e seen t h a t a lm ost t wot h ir d s of wot h e sa m p le p r efer r ed wot h e old u n iver -sit ies t o a ll ot h er s.
Support for the new universities
Ta ble III s h ow s t h e d e gr ee of s u p p or t w h ich w a s exp r es s ed by t h e s a m p le r e ga r d in g t h e for m er p oly t ech n ics’ n a m e ch a n ge. It ca n b e seen fr om t h e r es u lt s t h a t a lm ost h a lf of t h e r esp on d en t s w er e su p p or t ive, w it h on ly ju s t u n d er 13 p er cen t b ein g u n su p p or t ive t o som e d e gr ee. Over a t h ir d of t h e sa m p le cla im ed t o h ave n o op in ion eit h er w ay.
Ta ble IV d es cr ib es t h e r es u lt s fr om
a n a ly s in g t h e sa m p le in t o t h r ee gr ou p s on t h e b a s is of t h eir a ca d em ic p er for m a n ce a t GCSE
level. It ca n b e s een t h a t a ca d em ic a b ilit y seem s t o h ave a b ea r in g on w h et h er or n ot p ot en t ia l st u d en t s a r e su p p or t ive of t h e ch a n ge. For exa m p le, a lt h ou gh t h e aver a ge sixt h -for m er (u sin g t h e a r it h m et ic m ea n ) t en d ed t o b e m ild ly in favou r of t h e ch a n ge, t h e lea st su p p or t ive gr ou p w er e t h ose w it h t h e b est a ca d em ic p er for m a n ce in t h eir GCSE s. P er h a p s su r p r isin gly, t h e gr ou p w it h t h e few est GCSE p oin t s, a lt h ou gh m or e favou r a ble t h a n t h e “h igh ” gr ou p, w er e n ot a s favou r a ble a s t h e m id d le gr ou p. T h is fi n d in g, t h er efor e, r efu t es t h e id ea t h a t t h ose st u d en t s w h o h ave m ost t o ga in fr om t h e n a m e ch a n ge a r e a ca d em ica lly w ea k er. Mor eover, it wou ld seem t o su gges t t h a t p er h a p s t h e m ost fer ven t su p p or t er s (b ea r in g in m in d t h a t ver y few in t h e sa m p le a ct u a lly cla im ed t o b e a ga in st it bu t t h ey w er e st ill op t in g for t h e old u n iver si-t ies) a r e si-t h ose p osi-t en si-t ia l ssi-t u d en si-t s w h o h ave a p p lied t o t h e old u n iver sit ies bu t m igh t get gr a d es w h ich w ill for ce t h em in t o t h e for m er p oly t ech n ic sect or. P er h a p s p sych ologica lly t h ey a r e m or e m ot iva t ed t o su p p or t a u n ifor m sy st em
Reasons for support
H av in g b een a sk ed t o in d ica t e t h eir d e gr ee of su p p or t for t h e st a t u s ch a n ge, t h e s a m p le w er e a sk ed , u sin g a n op en -en d ed q u est ion , w h y t h ey h a d r esp on d ed in a p a r t icu la r w ay. T h ese com m en t s w er e t h en a n a ly sed for t h eir con t en t a n d gr ou p ed in t o s p ecifi c t h em es. In t ot a l, 355 com m en t s w er e r ecor d ed a n d gr ou p ed in t o on e of 31 ca t e gor ies. For r ea son s of sim p lifi ca t ion a n d b r ev it y t h e m ost fr e-q u en t ly occu r r in g p oin t s (in t h is ca se t h e Table I
Applic atio ns by ins titutio n type
Institution M ean M ode N
New universities 3 1 1 5 5
Old universities 5 5 1 7 6
Colleges 2 1 3 3
Table II
Pre fe rre d ins titutio n type
Institution type Frequency %
Old university 1 2 1 6 0
New university 7 3 3 6
College 4 2
New/ old/ equal 4 2
New/ old/ college 1 –
Total 2 0 3 1 0 0
Table III
Ans we rs po lle d to the que s tio n “ In the light o f the c hange , ho w s uppo rtive are yo u o f po lyte c hnic s be ing able to c all the ms e lve s unive rs itie s ? ”
Attitude Frequency %
1. Very unsupportive 6 2
2. Quite unsupportive 2 6 1 0
3. Neutral, no opinion either way 9 8 4 0
4. Quite supportive 6 7 2 7
5. Very supportive 4 8 2 0
Total 2 4 5 1 0 0
Table IV
Suppo rt fo r name c hange by ac ade mic ability
GCSE points M ean N
High – 20+ 3 .3 8 7
M edium – 13-19 3 .7 8 9
Low – 12 3 .6 6 5
Cathe rine Julia Bake we ll and Mo nic a Franc e s Gibs o n-Swe e t Strate gic marke ting in a c hanging e nviro nme nt – are the ne w UK unive rsitie s in dange r o f be ing “ stuc k in the middle ” ?
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p oin t w a s m a d e by a t lea st fi ve of t h e r es p on -d en t s ) a r e s et ou t in Ta ble V.
Look in g a t Ta ble V, it ca n b e seen t h a t a s w it h t h e focu s gr ou p, t h ose exp r es s in g su p -p or t for t h e ch a n ge w er e -p r im a r ily m ot iva t ed by t h e con ce p t of “fa ir p lay ” or a “level p lay -in g fi eld ”. Su ch a v iew t en d ed t o b e exp r es s ed t h r ou gh a n a b solu t e b elief t h a t t h er e a r e n o d iffer en ces (s ee com m en t s C, E a n d H ). For exa m p le, a s on e r es p on d en t r em a r k ed :
In m y m in d t h er e a r e ver y few / n o d iffer -en ces b et w e-en t h e old a n d t h e n ew u n iver s i-t ies a n d ii-t is a b ou i-t i-t im e p eop le gave i-t h e n ew on es t h e cr ed it t h ey d es er ve.
Or m or e fr eq u en t ly it w a s exp r es s ed a s a for m of id ea lism (s ee com m en t s A, B a n d F ). For exa m p le, t o q u ot e on e s ixt h -for m er :
T h ey offer t h e s a m e cou r ses, t h er efor e t h ey d es er ve t h e sa m e s t a t u s. It s s t u d en t s w ill b e m or e con fi d en t a n d n ot look ed d ow n on a s “d r op -ou t s”.
Ot h er com m en t s w h ich w er e p osit ive bu t occu r r ed in fr eq u en t ly r ela t ed t o p oin t s s u ch a s t h e ea s e of a p p lica t ion n ow t h a t on e sy st em is in p la ce a n d t h e in t er es t in g a n d va r ied cou r ses b ein g offer ed by t h e n ew u n iver s it ies.
In t er m s of t h e r esp on d en t s w h o w er e a ga in s t t h e n a m e ch a n ge, t h e m ost fr eq u en t ly q u ot ed ob ject ion r ela t ed t o t h e fa ct t h a t p eop le w er e st ill r efer r in g t o t h em a s ex-p oly t ech n ics. A sm a ller n u m b er felt t h a t it ju s t m a d e t h e a p p lica t ion p r ocess ea s ier a n d som e w er e obv iou s ly n ot in favou r b eca u s e t h ey felt t h a t t h e old u n iver s it ies w er e so
ca lled b eca u se t h ey w er e su p er ior. As on e ca n d id a t e st a t ed :
T h e t r a d it ion a l u n iver sit ies a r e p la ces of gen u in e in t ellect u a l fer vou r w h er ea s t h e “n ew u n iver sit ies ” op in e t o (or give t h e p r et en ce of b ein g) w h a t t h ey a r e n ot . Ra t h er t h a n ed u ca t e, t h ey d eceive t h e ign or a n t a n d u p set t h e w ise.
Perceived differences regarding the old and new universities
T h e fi n a l sect ion of t h e q u est ion n a ir e a sk ed , in t h e for m of a n op en -en d ed q u est ion , w h a t d iffer en ces t h e sixt h -for m er s felt exist ed b et w een t h e old a n d n ew u n iver sit ies. T h e com m en t s w er e t h en a n a ly sed for t h eir con -t en -t a n d p u -t in -t o on e of 29 ca -t e gor ies. T h e r es u lt s a p p ea r in Ta ble VI, fr om w h ich it ca n b e seen t h a t p er ce p t ion s of t h e d iffer en ces r ela t ed t o: em p loy m en t p r osp ect s ; fa cilit ies/ a ccom m od a t ion ; cou r ses ; a ca d em ic st a n -d a r -d s; p r est ige/ st a t u s; st a ff; st u -d en t s a n -d cou r ses offer ed .
Per h a p s n ot u n su r p r isin gly, t h e m ost fr e-q u en t ly cit ed d iffer en ce r ela t ed t o t h e b elief t h a t t h e n ew u n iver sit ies a r e ea sier t o get in t o t h a n t h e old (see com m en t a ). It w a s a lso felt t h a t t h e old u n iver sit ies wer e su p er ior in t er m s of t h eir r e p u t a t ion , p r est ige a n d st a ff (see com m en t s c, h a n d z). However, on a p osi-t ive n oosi-t e, osi-t h e secon d a n d osi-t h ir d m ososi-t
fr eq u en t ly cit ed d iffer en ce r ela t ed t o t h e p er -ce p t ion t h a t t h e n ew u n iver sit ies offer m or e p r a ct ica l/ voca t ion a l a n d d iver se cou r ses (see com m en t s J a n d L). Lik ew ise, m a n y of t h e r esp on d en t s p oin t ed t o ot h er d iffer en ces su ch a s t h e n ew u n iver sit ies h av in g st a ff a n d st u -d en t s wh o a r e m or e a p p r oa ch a ble/ fr ien -d ly (see com m en t s u a n d y ).
Som e of t h e r esp on d en t s st ill p er ceived t h a t t h er e a r e n ot a n y ob ject ive d iffer en ces b et w een t h e t wo. Re ga r d in g r esea r ch , on ly on e of t h e r esp on d en t s com m en t ed on t h is d iffer en ce.
Conclusions
F r om t h e r esu lt s of t h e su r vey it ca n b e seen t h a t sixt h -for m er s, w it h a few excep t ion s, a r e su p p or t ive of t h e n a m e ch a n ge bu t t h ey a r e st ill, wh er ever p ossible, t r y in g t o get in t o t h e old u n iver sit ies. Rea son s a s t o wh y sixt h -for m er s a r e su p p or t ive of t h e n a m e ch a n ge focu sed essen t ia lly on t h e d esir a b ilit y of a “level p lay in g fi eld ” – p er h a p s in ev it a ble in a n er a of “eq u a l op p or t u n it ies”. Lik ew ise, it w a s gen er a lly r ecogn ised t h a t t h er e h a s b een a d e gr ee of over la p b et ween t h e t wo in st it u t ion s for a lon g t im e a n d t h e su b or d in a t e st a t u s of a p oly t ech n ic ed u ca t ion w a s ou t m od ed .
In t er m s of p er ce p t ion s a s t o t h e d iffer -en ces w h ich exist b et w e-en t h e old a n d n ew Table V
Co mme nts made as to whe the r the s tatus c hange was s uppo rte d/ uns uppo rte d
F
Positive comments
A Equal opportunities/ remove stigma 6 2
B Enhance status of and qualifications from former polytechnics 4 0
C All higher education institutions – no need for distinction 3 9
D If the course is desirable it should not matter what the place is called 3 2
E There are no quality/ standards differences between them 1 3
F Enables people with less ability to go to university 1 2
G Gives applicants more choice 1 1
H Employers do not discriminate 8
I M iscellaneous 1 7
Total 2 3 4
Negative comments
A They are known as “ex-polytechnics” anyway – no change 1 8
B They are not the same as the “proper” universities 9
C Name differences made selection easier 7
D Names changed to create false impression/ deception 6
E Enables weak candidates to claim a “university” education 5
F M iscellaneous 1 2
Total 5 7
Neutral comments
A Do not have any feelings either way 1 8
Cathe rine Julia Bake we ll and Mo nic a Franc e s Gibs o n-Swe e t Strate gic marke ting in a c hanging e nviro nme nt – are the ne w UK unive rsitie s in dange r o f be ing “ stuc k in the middle ” ?
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 3 [1 9 9 8 ] 1 0 8 –1 1 3
u n iver s it ies, m a n y v iew s w er e exp r es s ed bu t t h e d om in a n t t h em e r ela t ed t o A-level p oin t s. On a p os it ive n ot e, m a n y of t h e sixt h -for m er s h eld t h e v iew t h a t t h e n ew d iffer fr om t h e old by p r ov id in g cou r ses w h ich a r e m or e p r a ct ica l, voca t ion a l a n d m u lt id is cip lin a r y.
Are the new universities in danger of being stuck in the middle?
F r om th e r esea r ch it is clea r th a t th er e is still a lon g w ay to go befor e th e for m er polytech n ics
a r e p er ceived a s b ein g eq u a l t o, a n d a s d esir -a ble -a s, t h e old u n iver sit ies. P er h -a p s -a s -a r esu lt of en v ir on m en t a l ch a n ge, t h er efor e, t h e n ew u n iver sit ies m ay w ell fi n d t h em selves “st u ck in t h e m id d le”.
H ow ever, a s m a r ket s b ecom e m or e fr a g-m en t ed , t h e ver y n ot ion t h a t or ga n is a t ion s m u st h ave eit h er a cost or d iffer en t ia t ion focu s in or d er t o com p et e h a s b een b r ou gh t in t o q u est ion . As t h e a u t h or s Cr on sh aw et a l. (1994) h ave a r gu ed w it h t h eir ca se of Br it ish su p er m a r k et s, or ga n isa t ion s ca n st ill b e h igh ly su ccessfu l by a d op t in g a “m id d le of t h e r oa d ” a p p r oa ch r e ga r d in g p r ices a n d b en e-fi t s. As s u ch , a d op t in g t h is p osit ion in g a p p r oa ch t o t h e m a r k et m igh t p r ove t o b e effect ive for t h e n ew u n iver sit ies.
Wh a t ever st r a t e gic d ir ect ion is a d op t ed , it is clea r fr om t h e com p et it ive s it u a t ion w it h in h igh er ed u ca t ion m a r k et s t h a t Br it is h u n iver -sit ies w ill p r ob a b ly h ave t o u n d er t a k e a m or e con sid er ed a n d p r ofession a l st a n ce r e ga r d in g t h eir m a r k et in g a p p r oa ch . In t h e USA, for exa m p le, colle ges a n d u n iver sit ies h ave h a d som e 20 yea r s or s o con sid er in g issu es su ch a s h ow t o d ev ise p a ck a ges of su it a b ly p r iced b en efi t s so t h a t t h ey r e p r es en t su p e-r ioe-r va lu e (foe-r exa m p le, see Sm it h a n d Cav u s-gil, 1984). P er h a p s t h e t im e is r igh t , t h er efor e, for t h e n ew u n iver sit ies t o t a k e a sim ila r cou r se.
Clea r ly, for h is t or ica l r ea son s, a n im p or t a n t p a r t of t h e old u n iver sit ies’ im a ge a n d cor e offer in g is r e p r esen t ed by t h eir r es ea r ch a ct iv it ies. H ow ever, a t t em p t in g a d ir ect im it a t ion of t h is p r a ct ice m igh t a r gu a b ly b e a r et -r og-r a d e st e p in ligh t of t h e fi n d in gs of t h is su r vey. For exa m p le, a lt h ou gh t h e sixt h for m -er s gen -er a lly h a d n o d ou b t s w it h r e ga r d s t o t h e h igh er p r es t ige a n d st a t u s w h ich is a ccor d ed t o t h e old u n iver sit ies, w it h t h e exce p t ion of on e r esp on d en t , n on e of t h e r es p on d en t s id en t ifi ed r es ea r ch a s b ein g a fa ct or w h ich d iv id ed t h e t wo.
On e m igh t t a k e t h e p oin t , h ow ever, t h a t a lt h ou gh t h e r esp on d en t s w er e n ot cogn isa n t of t h e r esea r ch d iffer en ces, t h ey m ay h ave p layed a n im p or t a n t r ole in est a blish in g r e p u t a t ion s a n d , h en ce, t h e d esir a b ilit y of cer t a in cou r ses/ in st it u t ion s. As su ch , r esea r ch ou t p u t cou ld b e in t e gr a l t o t h e q u a l-it y a n d va lu e of fu t u r e cou r s es.
In t h e ca se of t h e USA, som e in s t it u t ion s h ave ch a llen ged t h is a ssu m p t ion a n d h ave a ct u a lly ch osen t o m ove aw ay fr om t h e so-ca lled “sch ola st ic m od el”, w it h it s em p h a sis on r esea r ch ou t p u t , t o t h e “p r a ct it ion er m od el”. Wit h a p r a ct it ion er focu s, t h e em p h a -sis is on t ea ch in g q u a lit y a n d it is a r gu ed t h a t m u ch of t h e r ea son for it s su ccess lies w it h gr ea t er em p loy m en t b en efi t s w h ich it s gr a d u -a t es en joy (see Fom b r u n , 1986).
Table VI
Pe rc e ptio ns o f diffe re nc e s be twe e n the o ld and ne w unive rs itie s
Academic standards
a New are easier to get into 6 2
b Old are more organised for study 3
Prestige/ status
c Old have better reputation 3 2
d Old have longer tradition 1 9
e Stigma attached to new 1 6
f Stigma associated with new will soon
disappear 9
g New have lower status 5
h Old are just better 4
i New are still considered as polytechnics 4
Employment differences
j New are more vocational/ practical 5 9
k New are less accepted by employers 1 7
Courses
l New offer more modern/ multidisciplinary/
flexible courses 3 6
m Old are more into traditional/ arts/
humanities courses 1 7
n Some courses only available at one or the
other 1 0
o New offer more dynamic courses 4
p New offer sandwich courses 3
Facilities/ buildings/ accommodation
q New are more modern 2 6
r Old have more and nicer facilities 1 5
s Old have more campus facilities 1 2
t New have more study facilities 1 2
Students
u New students are more down to earth/
friendly 6
v Old students are more intelligent 4
w M ore students at new institutions 6
x New students are more class/ race diverse 4
Staff
y Staff at new are more approachable 1 1
z Old have more able staff 7
A Old staff are more traditional/ formal 4
B Teaching standards are the same 4
M iscellaneous
C No differences exist between them 2 9
D Differences are perceptual only and based
on snobbery 1 3
Cathe rine Julia Bake we ll and Mo nic a Franc e s Gibs o n-Swe e t Strate gic marke ting in a c hanging e nviro nme nt – are the ne w UK unive rsitie s in dange r o f be ing “ stuc k in the middle ” ?
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 3 [1 9 9 8 ] 1 0 8 –1 1 3
In t h e ca s e of t h e for m er p oly t ech n ics, p er -h a p s s u c-h a v iew -h a s a lw ay s b een -h eld , a n d fr om t h e r es ea r ch it ca n b e seen t h a t m a n y of t h e r esp on d en t s p er ceived t h a t cou r s es fr om t h e n ew u n iver s it ies a r e m or e p r a ct ica lly -b a sed . T h e q u es t ion for t h e n ew u n iver s it ies t h er efor e lies w it h t h e d e gr ee t o w h ich t h ey p u t r es ou r ces in t o r esea r ch a ct iv it ies. T h is m igh t b e esp ecia lly p er t in en t given t h e fa ct t h a t a n a n a ly sis of d e p a r t m en t h ea d s w it h in t h e u n iver s it ies in d ica t ed t h a t t h e em p h a s is on r es ea r ch ou t p u t a n d t h e RAE w a s h av in g a d et r im en t a l effect on t ea ch in g (M cN ay, 1996). T h e Dea r in g Re p or t is a lso a r gu in g for a sy s t em w h ich r ew a r d s t h ose u n iver s it ies w h ich follow a t ea ch in gon ly p olicy a n d p u n -is h es t h os e w h ich d o n ot a ch ieve t h eir RAE t a r get s.
P er h a p s on e solu t ion for t h e n ew u n iver s i-t ies, i-t h er efor e, wou ld b e i-t o a d op i-t i-t h e fr a m e-wor k of t h e Ca r n e gie Fou n d a t ion in t h e USA in or d er t o a d d r ess t h e r es ea r ch iss u e. It s u g-gest s t h a t t h e fu ll r a n ge of a ca d em ic wor k n eed s t o in clu d e fou r se p a r a t e bu t in t er r e-la t ed t y p es of s ch oe-la r sh ip : d is cover in g n ew k n ow led ge t h r ou gh r esea r ch ; ed u ca t in g s t u -d en t s ; m a k in g in t er -d iscip lin a r y con n ect ion s ; a n d p u t t in g d iscover ies in t o p r a ct ice (Boyer E . Ca r n e gie Fou n d a t ion , 1990). In a ll ca s es, t h e for m er p oly t ech n ics cou ld s eek t o im p ose a “voca t ion a l” p er s p ect ive for t h e a b ove, i.e. t h r ou gh a n em p h a sis on a p p lied r es ea r ch / con s u lt a n cy / st u d en t p la cem en t s.
Lik ew is e, if t h e n ew u n iver s it ies los e ou t in r a t in gs a n d fu n d s b eca u se of a p oor er r esea r ch p r ofi le t h ey cou ld ch oose t o en ga ge w it h t h e p r oblem h ea d on by a ct u a lly em p h a -sisin g t h e d iffer en ces w it h in t h eir com m u n i-ca t ion – a s, a lt h ou gh good r es ea r ch is b elieved t o cor r ela t e w it h good t ea ch in g, t h e lin k h a s b een h a r d t o p r ove (Sm it h a n d Br ow n , 1995). As t h is r es ea r ch h a s d em on -st r a t ed , p ot en t ia l s t u d en t s d o n ot seem t o b e aw a r e of t h e r es ea r ch iss u e or u n d er s t a n d w h a t it is. H ow ever, m a k in g a com m it m en t t o gr a d u a t e em p loya b ilit y eit h er t h r ou gh r eleva n t a n d h igh q u a lit y t ea ch in g or by p r ov id -in g a d d it ion a l s er v ices t o h elp w it h job sea r ch , CV w r it in g et c., is lik ely t o b e r ea d ily u n d er s t ood .
F in a lly, if s om e in st it u t ion s a r e s t ill wor -r ied a b ou t a p p ea -r in g t o h ave n o d ist in ct ive sellin g p oin t s, t h ey cou ld a d op t t h e a p p r oa ch of som e s ch ools w h ich is t o em p h a s is e “va lu e a d d ed ” r a t h er t h a n t h e en d p oin t .
Future research
E ven t h ou gh t h is st u dy d em on s t r a t ed t h a t p ot en t ia l st u d en t s d id n ot s eem t o b e aw a r e of t h e r es ea r ch iss u e (a lt h ou gh it is d ifficu lt t o
gen er a lise b a sed on t h is sa m p le), in fu t u r e it is lik ely t h a t t h is w ill ch a n ge a s r esea r ch lea gu e t a bles em er ge. In fa ct , w it h in ou r ow n u n d er gr a d u a t e select ion p r oces s w e a r e w it -n essi-n g for t h e fi r st t im e q u est io-n s r e ga r d i-n g h ow w e p er for m ed on t h e RAE . A follow -u p st u dy wou ld t h er efor e b e u sefu l t o look a t w h et h er con su m er a t t it u d es a n d k n ow led ge a r e ch a n gin g. F u r t h er m or e, on e ch a r a ct er is-t ic of is-t h is r esea r ch w a s is-t h a is-t iis-t a sk ed sis-t u d en is-t s t o r eca ll t h eir p er ceived d iffer en ces b et w een t h e old a n d n ew u n iver s it ies. P er h a p s by offer in g su gges t ion s a s t o h ow t h ey m igh t d iffer (in clu d in g a r esea r ch ca t e gor y ) a n d a sk in g sixt h -for m er s t o in d ica t e t h ose w h ich a p p ly m igh t r evea l a m or e r es ea r ch aw a r e con su m er.
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