By Peter Scott
Specifically commissioned contributions edited through the most revered teachers at present operating within the box of upper schooling, drawing the location because it is now and searching ahead to the advancements of the arriving years. It asks questions equivalent to will 'Dearing' end up to be little greater than a stop-gap? what's going to be the stability of energy among schooling associations, the kingdom and the personal area? What are the realities at the back of 'lifelong learning', and what shape will it take if it steps out of the geographical regions of conception?
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For example, is there some objective set of knowledge foundations which universities have a responsibility to maintain and extend? A positive answer to these questions will identify roles for universities that complement more instrumental and vocational ones. It is probably then relatively easy to argue that both kinds of knowledge are appropriate in a university setting; the more difficult question is to judge the balance of resource allocated between the core and the professional (or vocational).
The classification of disciplines through definitions of major systems is not, of course, exact. There are disciplines such as geography or psychology that straddle the major groups. It is also important to recognize that, while disciplines can partly be defined in a relatively objective way through systems’ concepts, they should also be recognized as socially defined coalitions and are maintained as such (see Becher, 1989, on academic ‘tribes’). He quotes one of his interviewees: ‘When under attack, chemists draw their wagons into a circle, and then start firing into the middle’.
University companies provide other means of linkage. In the university of the future, I would expect to find many more of these kinds of institutions—some quite large—bolted on to the conventional academic structure. Some of these partnership-building activities, and the associated units, will need new kinds of staff and part of the ongoing management task will be to identify and to recruit these people and to attract them from their more conventional career paths. Some partnerships will additionally involve collaboration between universities—as in the White Rose Consortium of Leeds, Sheffield and York.