This essay examines issues of availability, allocation and management of resources at the University of Wolverhampton. Specifically, it explores dissonances for quality and equality created by the provision of courses designed for commercial profit, in the context of a global competitive market of HE.   more »

This essay examines the process of strategic management in the development of a plan to implement a university-wide peer review scheme at the University of Wolverhampton. The failure in implementing such scheme should be attributed to lack of communication, cohesion and planning amongst various executives and senior managers.   more »

This essay explores current strategies for educational improvement at the University of Wolverhampton. Commencing with a very brief ‘macro-analysis’ of the external context in which the University operates, the first three paragraphs explore the purpose of HE today, the prevailing concepts of quality assurance and improvement and the role of strategic management approaches in setting the agenda for educational improvement in a market-driven sector. Here the emphasis is upon exploring how the macro-environment influences and shapes the possibilities for educational improvement within the institution. Further, with a micro analysis, an examination of strategies for educational improvement at the University of Wolverhampton is carried out. Critical examination of some themes within the learning and teaching strategy, particularly widening participation and lifelong learning focuses upon some of the factors impacting upon the achievement of stated aims and the implications such aims can have. Criticisms focus on dynamics created by strategic approaches to quality which may harm the quality of provision.    more »

Through theoretical understanding and a series of conversations with female Vice-Chancellors, this paper highlights the tenuous nature of certain knowledge claims about women, reported throughout the management literature. It further lends support to the assertion that leadership roles held by women are socially constructed rather than intrinsic to the gender. The methodology adopted, a series of semi-structured interviews, has enabled the author to raise issues related to equal opportunities and equality in Higher Education, with regard to leadership and management. Although not statistically documented, the research presents discussions and reflections on themes which are subject to discussion and current debate in educational management and leadership literature. The paper concludes that it is important to discuss further the concept of masculinity and femininity in educational leadership and management, suggesting that femininity is an untapped source of diversity, which should be explored not only by women, but also men in senior management positions within educational organisations.   more »