Schirlbauer,Die Moralpredigt

Ohne Zusammenfassung     

Teaching and Research: What Balance for the Universities of the Twenty‐First Century?

The union of teaching and research in universities has a very long history with roots pre‐dating the Humboldtian conception of the research university. A major part of this union is personal, in the person of the academic staff member who has been trained through research and will invariably engage in both teaching and research in a university. Even researchers working in exclusively research organizations will have been trained in universities. Moreover, the research undertaken in universities will tend to be transparent, partly the result of the normal practices of academic freedom and of the traditions and procedures of university autonomy, and therefore, more likely to be the beneficiary of public trust than the research undertaken in research institutions, the latter tending to be viewed as more secretive and patron‐oriented. Although globalization may require universities to become enterprises of a non‐business type, along the lines of the medieval corporation, even this new paradigm will continue to require a proper balance between research and teaching, the one supporting the other.     

Governance in Higher Education Corporations: A Consideration of the Constitution Created by the 1992 Act

This article argues that the constitutions of higher education corporations created by the 1992 Further and Higher Education Act are flawed. It argues that the constitutions were created with insufficient regard both for precedents for the creation of universities and also for emerging problems and principles of corporate governance. This resulted in a model of governance which maximised the role of the vice–chancellor or chief executive and 'independent members' of governing bodies, limited the participation of staff and students, and allocated a restricted role to academic boards. This article examines a number of the problems arising from inadequacies in governance in a number of post–1992 universities and their similarity with problems arising in further education colleges who shared common governance arrangements from the 1992 Act. This article compares these problems with governance problems in Australian universities and concludes that there is a need to reform the governance arrangements created by the 1992 Act.