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This article makes the case - in three parts - that many Anglo-Chinese university collaborations (joint ventures) to date have seriously underestimated Chinese (student) history, the Chinese university setting and Chinese national governmental steering as part of the process of 'glocalisation'. Recent turbulence in this particular HE collaborative sector was evident, even before the current (2008-) global financial meltdown, but this has now become much more pronounced. Western university managers and academics alike have been far too economically-driven in their internationalisation strategies and not humble enough to local sensitivities. Drawing on historical accounts, 'insider' revelations and recent shifts in Chinese HE steering, it can be seen that narrowly calculative and short-term approaches are now unlikely to succeed in what has become a highly complex environment. Using Bourdieu's notions of 'academic capital' and 'cultural capital' to counter-balance the over-insistence on 'economic capital', a tentative, 10-case typology is drawn up to demonstrate possible ways forward in a more mutually respectful reshaping of such alliances. [ABSTRACT FROM AUTHOR]

Background: Legislative change and a university course to credential pharmacist prescribers are needed to move the pharmacist prescribing agenda forward in Australia. Non-medical prescribing courses in the UK aim to produce safe and competent prescribers who understand the prescribing process, know their limitations and practice within their area of competence. As no equivalent course exists in Australia there was interest in exploring whether a UK non-medical prescribing course could be adopted for the Australian environment. Aim: To pilot a UK non-medical prescribing course for Australian hospital pharmacists and to elicit participants' views on non-medical prescribing and experiences of the training. Method: The Department of Pharmacy Practice, Monash University hosted a non-medical prescribing course accredited by the Royal Pharmaceutical Society of Great Britain to credential pharmacists as supplementary and independent prescribers. 15 hospital pharmacists undertook the course over 9 months from September 2008. Participating pharmacists were either undertaking or planning to undertake advanced practitioner roles. Pharmacists' views on prescribing and credentialling were explored in 3 focus groups. Focus group discussions were audio-recorded and transcribed verbatim and thematically analysed using NVivo 8. Results: Participants identified positive themes of their understanding of non-medical prescribing and where it could lead, i.e. growth in self-confidence to undertake a new role and improved competency in communication and consultation skills. Negative themes related to legislative constraints, acceptance by other health professionals, assessment requirements for the Period of Learning in Practice and university documentation. Participants also stressed the need for the course to be customised to the Australian setting. Conclusion: This first experience of a course to develop pharmacist prescribing was positive but challenging and can assist the future development of an accredited Australian course for pharmacist prescribers. [ABSTRACT FROM AUTHOR]

GILLETT K . Nursing Inquiry 2010; 17: 197–207 From ‘part of ’ to ‘partnership’: the changing relationship between nurse education and the National Health Service Worldwide, many countries have moved towards incorporating nurse education into the higher education sector and this inevitably has implications for the relationship between nurse education providers and local health service providers. This study explores the changes to the relationship in the UK between nurse education providers and the UK National Health Service over the past 20 years and demonstrates how two political ideologies have been central to those changes. The two ideologies of interest are the introduction of internal markets to the National Health Service by the Conservative government at the end of the 1980s and the New Labour response to the fragmentation of public services caused by Conservative neoliberal policy, which was to introduce the notion of ‘partnership working’. This study reviews the wider debate around partnership policy and applies that debate to evaluate the way that nurse education providers and the National Health Service are working in partnership to provide clinical practice placements for nursing students. [ABSTRACT FROM AUTHOR]

This article examines the reported influences on the university choices of 17 gay male undergraduate students attending a UK institution. It is argued that this process is strongly mediated by, and, therefore, has to be considered in relation to, class. Data analysis provides insight into the factors gay students say are important in selecting universities, how (non-hetero)sexuality intersects with and impacts upon this decision making, and the ways in which these choices map onto and differ from those of non-gay students. The influences of participants' sexuality on their university choices are most evident in selecting an institution requiring a migration away from heterosexist and homophobic home communities, and/or a migration towards locales expected to be supportive and accepting of alternate (i.e. non-hetero)sexualities. Participants' nuanced accounts of these journeys and geographies indicate their university choices to be reflexive and strategic processes which may (or may not) be queered. [ABSTRACT FROM AUTHOR]

Students with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post-1992 universities in London, UK, and evaluated with before-and-after measures of beliefs and attitudes about academic authorship, using the Student Authorship Questionnaire. Changes in questionnaire scores showed that the intervention led to significantly increased confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top-down approaches to writing, and significantly decreased bottom-up and pragmatic approaches to writing. For understanding of authorship, knowledge to avoid plagiarism and pragmatic approaches to writing, significant intervention by year of study interaction effects showed that the greatest improvements were among year one undergraduates. Direct evaluative feedback showed that 86% of students believed the intervention helped them avoid plagiarism and 66% believed it helped them write better assignments. Post-intervention focus groups revealed changed student understandings about authorial identity and academic writing. The results show that interventions can help students avoid unintentional plagiarism by adopting more authorial roles in their academic writing. Further research could explore other influences on authorial identity, and examine the impact of authorial identity interventions on other outcome indicators. [ABSTRACT FROM AUTHOR]

This article considers the situation in the UK higher education system and investigates specifically the leader ship practice in a cluster of UK institutions as they changed their status. The research goes further to advocate a form of contextualized leader ship that is relevant to higher institutions under change. [ABSTRACT FROM AUTHOR]

This article addresses two questions relating to research: (1) what is the best environment in which to carry out research and (2) what is the best way to manage employment in order to maintain this environment? It focuses on research management in UK higher education, but attempts to generalise beyond a specifically national context. The article discusses how existing practice has evolved and highlights several problems that have arisen. It draws on the experiences of researchers at the University of Sheffield to explore the consequences of current practice and to make recommendations for research management in general. [ABSTRACT FROM AUTHOR]

This article engages, from the point of view of the higher education (HE) department and practitioner, with the realities, and explores the rhetoric, of the 'research-teaching nexus' with reference to the role of research and research skills, in the context of the student experience in higher education. The ultimate questions are: How serious should we be about responding to this rhetoric? Would it mean significantly changing the way we currently do things? Who decides such questions? What control do practitioners have? In so doing, the article focuses on examples of 'the student as researcher' as an educational goal relating to employability, the Extended Project that will result from 14-19 curriculum reform and the undergraduate dissertation. It also provides rule-of-thumb definitions for the technical language that is evolving in this area. [ABSTRACT FROM AUTHOR]

While the most common type of student entering higher education falls within the 17-19-year-old age group, universities in the UK are keen to accept other categories of students onto programmes as a means of increasing diversity and maintaining student numbers in the latter portion of a programme. One such category is those students who enter a programme directly into the second or third year through informal articulation agreements between institutions and the recognition and granting of credit for previous studies or experience. This article examines the expectations of a cohort of students entering directly into the second and third year of an undergraduate degree in the business school of a Scottish university. This study identified a range of learning, personal and working issues amongst this group of students. Academic concerns included the ability to cope with a higher academic level, time management, assessments and study skills. Personal issues focused on coping with existing responsibilities and achieving an appropriate work/life balance. This article identifies the need to develop such students' academic self-confidence in the early stages of their time at university and indicates that this group of students has specific needs and requires additional institutional support. [ABSTRACT FROM AUTHOR]

This article discusses the processes and outcomes of an attempt to encourage academic staff to use a web-supported learning package in a UK post-1992 university. The researcher adopts an 'insider' approach to research, drawing on participant observation, an analysis of policy documents and a small number of semi-structured interviews. The view of organisations as forming unitary 'cultures' that can be easily transformed, evident in some literatures on managing change, is critiqued. Instead, the existence of diverse cultures within universities is acknowledged, and conflict between groups is viewed as a useful method of problem solving. While no dramatic increase in the numbers of staff using the new technology was observed in the first year of implementation, the research suggests this is viewed not as a failure but indicative of the incremental and complex process of change within higher education institutions. [ABSTRACT FROM AUTHOR]

Many universities in the UK have recently started offering their staff and students free wireless Internet access through Wireless Local Area Network (WLAN) technologies, such as Wi-Fi. Based on a small empirical study of WLAN deployment in a university setting, the article explores adoption processes of the new technology by both the organisation and individuals, and considers factors behind the decision to offer wireless and how students as well as teachers appear to have responded so far. Despite technologists' enthusiasm for the new learning opportunities created by the technology, wireless availability does not appear to result in, or be linked to, a coherent m-learning strategy. Furthermore, the findings suggest that too little attention has been paid to understanding students' social contexts of use and attitudes towards the technology, which are seen as pivotal to the development of wireless pedagogical uses. [ABSTRACT FROM AUTHOR]

This article, written by Fiona Hallett, pathway leader for the inclusion and special educational needs masters programmes at Edge Hill University, Graham Hallett, senior lecturer for special educational needs and inclusion at the University of Cumbria, and Mary McAteer, programme leader for an M level professional development programme at Edge Hill University, presents the findings of an evaluative report on the review of residential provision at an identified community special school. Within this review, a consultation was undertaken with parents and pupils to assist in shaping policy and practice, and the main focus of this study is to evaluate the effectiveness of that process. By using an evaluative case study approach, it was hoped to document the chronological narrative of the consultation process and offer recommendations as to the effectiveness of participation in this instance. The authors conclude that the qualitative features seen by pupils and parents as having the greatest value suggest a need for high quality, accessible social care, rather than for curricular led, educational residential provision. Fiona Hallett, Graham Hallett and Mary McAteer's critique of the consultation process raises issues relating to the complexities of eliciting a valid pupil perspective. In addition, the authors express concerns about the general conduct of the review regarding bias, validity and the absence of staff voice. [ABSTRACT FROM AUTHOR]

Increasing expectations are being placed on higher education institutions to ensure the economic relevance of research and knowledge creation as well as developing the skill needs of workers in modern knowledge-based societies. In the UK, workplace learning has long been a feature of higher education in certain subject areas, and in the late 1990s the idea of work experience for all students re-emerged as a significant issue. Various studies have considered the relationship between work placement experiences during higher education and students' subsequent transition into employment after graduation, but there has been less recent research exploring how the placement experience translates into academic development. This article presents some of the findings of a study on the effects, as perceived by undergraduates themselves, of work experience placements on aspects of learning as well as employability. The majority of placement students indicate personal and intellectual development and report increased levels of confidence and enhanced motivation towards study. However, national data show a continuing decline in the numbers of UK students taking up placements, and the study suggests that more general moves towards flexibility within undergraduate programmes may be contributing to this decline. [ABSTRACT FROM AUTHOR]

The article presents a study on the audit fee determinants in the UK university sector. The study provides new evidence on the UK universities audit market, develops a cross-sectional multi-variate audit fee model for the university sector, discusses the audit framework in the university sector, and presents a description of the market's characteristics. The results of the study demonstrate a perplexing positive relationship between audit and non-audit fees for the UK university market, and have found significant difference between the average audit fee paid by universities and by the service industry.

•Branding in universities has become an increasingly topical issue with practitioners, with some institutions committing substantial financial resources to branding activities. It has, however, received only limited academic investigation, and as the particular characteristics of the sector present challenges for those seeking to build brands, it seems to be timely and appropriate to investigate potential barriers to branding. •This exploratory study investigates the opinions of the 'brand guardians' of UK universities -- Vice Chancellors, Principals and Rectors--on the barriers to successfully building brands and draws conclusions on their views of the key challenges facing successful branding activity in the sector. Implications for practitioners are also explored. [ABSTRACT FROM AUTHOR]

Governments now expect universities to behave entrepreneurially generating revenues from the commercial exploitation of their intellectual assets (‘third stream’ income). This study questions whether this is possible for all universities in the UK and for all disciplines, or whether there are differences between institutions, between disciplines and even between disciplines in a single institution. Using research income from industry, charity and government departments for the period 1996–2000 as a proxy measure for third stream income, the performance of 16 UK institutions in four different disciplines (physics, engineering, history and education) was compared. Income from third stream sources varied significantly by institution and by discipline. There was also a significant disciplines × institution interaction, so that potential for generating third stream income cannot be predicted from either discipline or institution alone. A number of explanatory factors for this are considered, and the implications for university decision‐making, strategy development and collegiality are discussed. [ABSTRACT FROM AUTHOR]

The idea of the University of the Third Age (U3A) in the UK was originated from France. However, the British formed their own model of U3As, which is different from that of French U3As. What are the reasons that the British U3As developed in a different way? The purpose of this article is to interpret and criticize in-depth the reasons why British U3As did not follow French U3As. This article examines the relationship of U3As with established universities or colleges, the relationship with local governments, and the emphasis on high academic standards. [ABSTRACT FROM AUTHOR]

The article discusses on the relationships between British higher education and governments since World War II in Great Britain. It also provides observation on British attitudes and values attached with higher education and aspects of the educational system. These assumptions or values include the lack of social relations of British universities beyond the borders, the resistance toward educational system diversification and the prohibition by the government to impose tuition charges for supplementing governmental support on education.

There has been much recent debate, both in the media and in academic journals, as to the meaning of the term university. This article explores the legal meaning of the term, and the historical contingencies which have surrounded various understandings of the term. It compares the structure of the Eleemosynary Corporation—the individual colleges in Oxford and Cambridge in the United Kingdom, from which many of our conceptions of a “real” university arise—with the realities of the statutory university in the United Kingdom and Australia. It concludes that the term, although with a loaded legal and institutional meaning, is bereft of any inherent meaning conveying function, and that a debate on the role and independence of the university must be policy‐oriented but not reliant on the historical meaning of the word. [ABSTRACT FROM AUTHOR]

One of the few areas of consensus in the literature of higher education concerns the status of teaching. Unanimously, writers report the low status which higher education institutions give to teaching as an activity. This article draws on research investigating activities and perceptions of staff in a single discipline: social policy. The question on rewards for effort in improving teaching provoked more strength of feeling and a greater degree of consensus than any other in the interviews. With similar unanimity to that found in the secondary sources, the respondents perceived teaching to be accorded low status, with rewards of tenure and promotion accruing to research or administration. The article suggests that the impact of new developments to enhance teaching and learning are undermined by the persistent low status accorded to teaching. [ABSTRACT FROM AUTHOR]

This study applies a Bayesian latent variable analysis to the task of determining rankings of universities in the UK and US, on the basis of a set of quality‐related measures. It estimates the degree of uncertainty in the rankings and permits the assessment of statistically significant differences across universities. It also provides a methodology for determining the weighting of various measures that is based on the patterns embedded in the data and compares the latent variable rankings with traditional weight‐and‐sum rankings. Overall, the methodology contributes to a better understanding of ranking efforts and illustrates the need for caution in interpreting distinctions published in traditional ranking systems. [ABSTRACT FROM AUTHOR]

The article discusses the negativity surrounding textbooks in terms of use and status as both literary objects and vehicles for pedagogy. Whilst as teaching vehicles, textbooks are scorned by many in the teaching profession as poor and insufficient and as assuming a basically passive learning style, studies show that they are extensively used, a fact easily confirmed by examination of school budgets as well as by cursory observations of school and university life in Great Britain. A further influential driver serving to maintain the negativity surrounding textbooks comes from their low status as a literary genre.

Comments on the effectiveness of the Open University (OU) in Great Britain in developing students as independent and critical thinkers. Link between the practice of independent study on-campus and potential of extending this to learners in their own environments; Observation on the arguments of U.S. adult educator Chares Wedemeyer concerning the university; American experience in open learning and distance education.

This account of internal audit is set within the context of higher education in the UK and a fictitiously named Riverbank University. The study evaluates the recent introduction of "Internal Academic Audit" to the University and compares the process with that of the internationally recognised ISO 19011 Guidelines for Auditing Quality Management Systems, used both in the private and public sectors. A thorough review of the literature on audit theory was conducted in order to gauge best and worst practices. The aim was to identify any theory-practice gaps between the British Standard guidelines and actual internal academic audit performance, as well as any possible reasons for them. Finally, it is suggested that when compared with the British Standard's model the internal academic audit process is somewhat less robust, particularly in terms of auditor selection and training. [ABSTRACT FROM AUTHOR]

Since sexual harassment was first named and identified as an obstacle to women's equality in the mid 1970s, concern about both its prevalence and its damaging effects has resulted in the widespread introduction of anti-harassment policies in UK universities, as in other work and educational settings. The study reported here sought to assess the impact of these policies, in the context of criticisms of the effectiveness of universities' implementation of equal opportunities policies more generally. Its findings indicate that key differences in how policies are both conceived and implemented influence the degree of impact they have. In discussing these different approaches to tackling harassment I highlight the significance of adopting a 'proactive', rather than merely 'reactive' strategy and consider the reasons why many universities appear to be resisting doing so. [ABSTRACT FROM AUTHOR]

This article discusses various issues related to the report, Monograph Interlending for the Higher Education Research Community, of Great Britain. This report has been commissioned by the Consortium of University Research Libraries with the support of the British Library Cooperation and Partnership Program in order to recommend the best Great Britain wide monograph interlending infrastructure and associated business model for the higher education research community for the next ten years. The current monograph interlending system based on the British Library Document Supply Center has several important strengths: first and most importantly, it works, and has done so successfully for many years.

Enterprise resource planning (ERP) systems are widely used by large corporations around the world. Recently, universities have turned to ERP as a means of replacing existing manager and administration computer systems. This article provides analysis of the rollout of an ERP system in one particular institution in the UK, the particular focus being on how the development, implementation and use of both generic and university specific functionality is mediated and shaped by a fundamental and long standing tension within universities: this is the extent to which higher education institutions are organisations much like any other and the extent to which they are "unique". The aim of this article is not to attempt to settle this issue of similarity/difference in one way or another. Rather, it seeks to illustrate the value of taking discussions of similarity relationships surrounding the university and other organisations as the topic of analysis. One way of working with these kinds of issues without resoling them is to consider their "distribution" and where ERP shifts the responsibility for their final resolution. This ts a novel and insightful way of understanding how ERP systems are refashioning the identity of universities. The article suggests, moreover, that ERP software is "accompanied" by such tensions in which ever site it is implemented The research presented here is based on a participant observation study carried over the period of three years. [ABSTRACT FROM AUTHOR]

This article uses the political struggles that have enveloped the research assessment exercises (RAEs) to interpret the UK's current funding council model of governance. Ironically, the apparently widespread improvement in the research performance of British universities, as demonstrated by RAE 2001, has made it more difficult to distribute research income selectively, which was supposedly the central objective of the whole evaluative process. Whilst enhanced research ratings may be seen as a cause for celebration in the universities, the failure to anticipate this outcome and, more significantly, to plan for its financial implications is seen in political circles as a failure of higher education management. The article explores the alternative models of governance that are likely to emerge as a consequence of this crisis and, in particular, whether the funding councils can have much freedom of action, given the tighter political control of policy goals and their critical dependence upon the academic profession for the conduct of the evaluative process. [ABSTRACT FROM AUTHOR]

Greening universities in terms of their curriculum and operations is a logical extension of the process of environmental education initiated in our schools and the process of corporate environmental management occurring in our industrial and service society, from the latter part of the twentieth century onwards. Examines the values, actions and attitudes of a group of students in a UK business school as they enter and leave the culture of the university and the role the university has potentially played changing these values, actions and knowledge. Begins by discussing generally the role of higher education in moving society towards sustainability. Then presents the case study of Middlesex University in the UK, examining the practice of environmental education in the Business School. Then presents an empirical investigation of students' environmental attitude action and knowledge that occurred from 1998-2001. Finally reviews how successful the Business School has been at changing or reinforcing students' environmental values, knowledge and action, as evidenced by the longitudinal work. [ABSTRACT FROM AUTHOR]

Adults who left school early are generally under-represented as participants in education later in life. However, some 'buck the trend' and this article examines the experiences and motivations of early school leavers in New Zealand and the UK, using information from two studies of adults on university-level courses. The findings from both these settings reveal remarkable similarities in a number of ways. The analysis shows that internal motivation is important, as are contextual factors, both cohort-based and relating to personal circumstances at specific life course stages. On the basis of an analysis of qualitative interview material, a typology is developed of different early school leavers, which links circumstances around school leaving with the processes of re-entry to education. The complexity of factors at work is discussed with reference to age, cohort and gender, using a life course perspective. It is suggested that a focus on those who 'succeed' against the odds constitutes a fruitful way forward in developing our understanding of what motivates adults to study. [ABSTRACT FROM AUTHOR]

This article profiles professor Robert R. Brooks. He was a distinguished international scholar, remarkable linguist and raconteur, and an eccentric in the grand style, colourful and unembarrassable. In a short tribute, one can only scratch the surface of his extraordinary life. Born in Bristol, England, in 1926, Robert Brooks received his school education in Sheffield before returning to Bristol for employment. He was called into the British Army late in World War II, and saw postwar service in East Africa and the Middle East. Back in Great Britain, he entered the University of Bristol, from where he graduated in Chemistry.

This article describes the findings and examines the issues arising from a small-scale investigation into the experience of higher education from the perspective of disabled students at a university in the United Kingdom, and makes recommendations for policy and practice. Methodology involved semi-structured interviews with participants to reveal individual experience and analysis of relevant documentation from the university to examine the rhetoric underlying their experience. Factors that create a positive experience for disabled students, and those which effect discriminatory practice and marginalisation are identified. The implications of the findings for policy and practice are discussed, and conclusions drawn including: the need for a central policy which supports the philosophy of an accessible learning environment for all students; central co-ordination to implement the policy with practical guidelines to departments; ongoing monitoring and evaluation procedures which involve disabled students; staff training and awareness; student advocacy. [ABSTRACT FROM AUTHOR]

As higher education expands, proposals for a switch from traditional to resource- based learning in universities reflect the concern with efficiency highlighted over a decade ago in the Jarratt Report. In contrast to recent attempts to measure the costs of inputs to university courses, this article focuses on outputs and compares the outcome of some traditional and resource-based learning at the Open University which has been a pioneer both in the expansion of higher education, and in the development of resource-based learning. The author concludes that conventional assumptions about the outcome of some traditional learning provide a relatively poor basis for efficient resource allocation decisions. [ABSTRACT FROM AUTHOR]

Discusses the benefits of establishing professors of education in universities to address the neglected area of research in the history of education in Great Britain. Reference to early studies in education research; Concerns for the professorial side of education; Qualities of a professor of education.

All too many postgraduate science and technology departments in universities in Great Britain have been operating below full capacity in the past decade. This has been all too evident in the recent cutbacks and rationalization of university education proposed by the UGC in June 1981. The complete impact of full cost fees for overseas students can well also create another order of problems on top. Yet such problems are also opportunities and the most important opportunity that seems to be currently is to break with the bankruptcy of some past ideas. It never was the case that most potential students out there did not want to know about postgraduate science and technology. Quite the reverse. There are few areas which fire the mind of young people more than these. The challenge in the face of inappropriate and/or falling registrations is to analyse, plan and design ways of teaching and learning about science and technology that capture the imagination of students and industry alike. One of the earliest opportunities that should be grasped is to turn industry into our workshops and laboratories. The intellectual challenge and satisfaction of solving problems that can lead to superior industrial performance is immense.

The article presents the results of a series of surveys on youth training scheme (YTS) curriculum in further education in Great Britain. It provides more descriptive discussion about the differences between employer based courses and college based, special needs courses. Factors taken into consideration when conducting the survey were geographical location, occupational area trained for, type of college and unemployment rate in local area. Provision of education and training for the Youth Opportunities Program was based on the premise that the young people involved were likely to be different from further education's usual clients and would need different treatment. The results also show that many YTS teachers do not share the assumptions that used to be made about Youth Opportunities Program

Critics argue that Britain has failed to exploit and turn to commercial advantage its high quality scientific research and that its culture and its educational system reflect an anti-industrial prejudice which has contributed to the nation's decline. This article seeks to refute these arguments in so far as the record of the universities is concerned. It points out the major contribution which university science made in the two World Wars and the extent to which funding declined in the inter-War and post-War periods. It quotes a range of evidence to illustrate the reluctance of large sections of British industry to employ technologically trained graduates in the post-War period and shows how failures of government policy contributed to the Brain Drain. It contrasts the willingness of the US at Federal and State levels to invest in scientific research to produce technological advance with British reluctance to do so. Finally it describes how, even in the face of a failure of leadership by successive British governments to invest appropriately in British science, there is a new enthusiasm in British universities for exploiting scientific research for technological progress whether in the development of new high tech companies or in R and D work within university laboratories. [ABSTRACT FROM AUTHOR]

A comparison of the teaching of chemistry in French 'Grandes Ecoles' and British universities is presented from the point of view of: entry requirements, course structure and content, teaching methods, assessment and industrial activities. A comparison of qualifications is presented together with data on subjects taught at a selection of institutions. [ABSTRACT FROM AUTHOR]

Focuses on the participation of universities in quaternary education in Great Britain. Details on the primary and essential functions of universities; Commitment of universities to providing the bulk of tertiary higher education in the region; Differences between the essential teaching function of universities and the broader teaching habit.