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The article offers information on the policy paper, "Social mobility and elite university," by Lee Elliot Major and Pallavi Amitava Banerjee, published by the Higher Education Policy Institute. Topics discussed include the policy report focusing on access to higher education and its conclusion that it will take almost a century to achieve the Office for Students' goals to provide access to highly-selective universities.

The article focuses on Great Britain Government's white paper entitled Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice, regarding access to higher education and higher education participation. It informs that the Government's aim is to go ahead with proposals to make it easier for "challenger institutions" to award their own degrees and it plans to give students more information about teaching standards and job prospects.

The article reports on Great Britain Government's white paper, Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice, on access to higher education and higher education participation. It informs that the Government's aim is to go ahead with proposals to make it easier for "challenger institutions" to award their own degrees and it plans to give students more information about teaching standards and job prospects.

Presents several published reports on the education system in Great Britain as of June 6, 2003. Plan to extend the title university to specialist higher education institutions in the "Daily Telegraph"; Report by Richard Garner in the "Independent"; Concern on the effect of education budget crisis on school scholarships in the "Times."

The Australian government uses numerous strategies to promote specific agendas -- including continued efforts to deregulate the higher education sector. These strategies comprise the reduction of government funding to universities in real terms to oblige institutions to seek alternative sources of income; the targeted deployment of government funding (including growth places and infrastructure funding); the use of reward-based incentives; the actual or threatened re-distribution of funding based on performance; competitive grants; and amending funding mechanisms to support desired behaviours. In addition, strategies not involving direct funding are also used through special policy provisions, the establishment of bodies and forums to promote issues; the publication of position papers and protocols; the publication of performance information or review outcomes; the employment of reporting and accountability processes and frameworks; and various approaches to promote, encourage or oblige sector restructuring. A major thrust of the Australian government's higher education policy is to encourage sector diversification through encouraging individual institutions to adopt their own clear and unique identities. This poses many challenges and opportunities for new generation regional institutions trying to position themselves in an increasingly competitive higher education market while continuing to meet their obligations and remain relevant to their local communities. The University of Southern Queensland's experience in pursuing its vision as a leader in open and flexible higher education is explored within the context of these potentially competing agendas. [ABSTRACT FROM AUTHOR]

The research-intensive and competitive knowledge society is putting HEIs (higher education institutions) under the spotlight. While many HEIs around the world do not proclaim or wish to be research-intensive institutions the majority desire to intensify their research activity because it is seen as a sine qua non of higher education. Accordingly, HEIs are busy making critical strategic choices concerning human resources, the research environment, the teaching-research nexus, organisational and management structure, and funding. Governments are also making choices, using policies and financial instruments to help shape institutional mission, priorities and HE systems. But if governments genuinely desire to widen access to the knowledge society and achieve a greater contribution from higher education to economic and social development more is required. This paper applies Porter's diamond of competitive advantage to illustrate the complex relationship between institutional mission and policy constraints, proposing changes in strategy and policy to unlock potential. There are important lessons for both institutions and government. [ABSTRACT FROM AUTHOR]

The paper presents the findings of a survey showing that higher education in the United States has made progress in implementing retention programs and policies since the late 1980s. However, the findings suggest that institutions still have a way to go in making larger-scale, institution-wide changes that will aid student persistence. The study found that less than 52 percent of responding institutions have identified a person on campus responsible for coordinating retention efforts. Less than 48 percent of the institutions have established a goal to improve first-to-second-year persistence. About a third have established a goal for improved degree completion. Institutions can start by having a more accurate view of incoming students' academic preparation and skills. INSET: 'What's Working' Recommendations.

The article focuses on the paper "What Are Universities For?," by Geoffrey Boulton and Colin Lucas, published by the League of European Research Universities (Leru). The argument of the paper centers on the idea that while universities have the capacity to create an environment supportive of innovation, these higher education institutions can never be the driver of innovation. According to Boulton, the paper targets three audiences, namely, universities, the European Commission and national governments.

Analyzes the impact of the white paper educational plan on British higher education. Aims of the white paper; Values gap between the white paper and the Bologna agreement; Basic principles of academic life that should be focused on by government officials in drafting plans for higher education.

The article comments on Great Britain government's White Paper on higher education. It discussed the Government's priorities across the whole of education one year into this Conservative government. It is opined that in this age of globalisation, national policies have to exist in the context of global competition and with both schools and higher education the country has also seen announcements that illuminate this.

Reports that the Australian Government has proposed to award the university title to institutions that neither undertake research nor award research degrees. Release of a discussion paper on diversity in the higher education sector; Set of protocols governing the establishment of universities in the country.

Comments on the impact of the English White Paper and the Higher Education Act on the management of higher universities in Scotland. Changes in the overall level of funding; Lack of areas to generate extra income; Concerns over the ability of Scottish schools to maintain competitive position in higher education.

Focuses on the recommendation made by the consultation paper published by Universities UK and the Standing Conference of Principals in Great Britain stating that policy-makers vice chancellors must heed academics' concerns before a teaching qualification for lecturers is introduced. Creation of a national framework for professional teaching standards that would include the teaching qualification.

Colleges and universities, left partly in the shadows when the National Commission on Excellence in education shone its spotlight on the nation's schools, will be the subject of a new federal study on excellence in education. Manuel Justiz, director of the National Institute of Education (NIE), has appointed a task force to review papers on higher education commissioned by the National Commission and other groups and to predict future policy issues in higher education. There has been criticism from the postsecondary community that the NIE is dominated by a concern for basic elementary and secondary education.