By Jon Nixon

An excellent collage is continually assumed to be one that is managerially potent by way of its financial potency, and is judged by way of entrepreneurialism, self-promotion and aggressive innovation. This booklet argues that during nearly all of associations, those targets are being pursued to the exclusion of educational excellence and public carrier. It proposes that there's a marked loss of highbrow management at senior administration point inside of HE associations and that educational staff needs to imagine accountability for the ethical purposefulness in their associations. it will no longer be a retreat into the previous values of an elitist 'ivory tower', yet a rejection of the present deeply stratified collage procedure which in advance selects scholars for differentiated institutional streams.

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177) points to a similar trend within the UK. ‘The transformation has been dramatic’, he argues: ‘within ten years, students have been metamorphosed from apprentices to customers, and their teachers from master craftsmen to merchants’. The future to which such a process is likely to lead is, argues Bok (2003), a bleak one: One can imagine a university of the future tenuring professors because they bring in large amounts of patent royalties and industrial funding; paying high salaries to recruit ‘celebrity’ scholars who can attract favourable media coverage; admitting less than fully qualified students in return for handsome parental gifts; soliciting corporate advertising to underwrite popular executive programs; promoting Internet courses of inferior quality while cancelling worthy conventional offerings because they cannot cover their costs; encouraging professors to spend more time delivering routine research services to attract corporate clients, while providing a variety of symposia and ‘academic’ conferences planned by marketing experts in their development offices to lure potential donors to the campus.

That is the premise upon which the university is based: thinking this or that through from a variety of perspectives, and drawing on the knowledge and insights available, one’s capability for right action is likely to be enhanced. That is the premise upon which the university stakes its moral claim. If that is the case, then academic practitioners are not only members of a changing profession (as suggested in Chapter 1) and a learning profession (as proposed in Chapter 2); they are also (as argued in this chapter) part of a profession of values.

130). It is a view, however, that is central to the idea of a learning profession committed to the recognition of difference. In short, academic practitioners need to work through the organisational implications of their own commitment to academic practice; to 30 • Towards the Virtuous University make explicit the moral bases of that commitment and the values that sustain it; and to practice those values across a wide range of forums and networks with which, as scholars, teachers and researchers, they connect.

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