Introduction Joseph HellerÕs Catch-22 is regularly invoked to critique the irrationality inherent in supposedly rational bureaucracy. We explore a Catch-22 for policy concerning public involvement in English health care: you have to be ordinary to represent the community effectively, but, if you are ordinary, you cannot effectively represent your community.
(2014) 'The international business of higher education a managerial perspective on the internationalisation of UK universities.', International journal of management education., 12 (2). pp. 91-103. Further information on publisher's website:http://dx.doi.org/10.1016/j.ijme.2014.02.003Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in The International Journal of Management Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reected in this document. Changes may have been made to this work since it was submitted for publication. A denitive version was subsequently published in International Journal of Management Education, 12, 2, 2014, 10.1016/j.ijme.2014.02.003.
Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. give more serious consideration to how their internationalisation strategy is managed.The research indicates that some UK universities are struggling to come to terms with their new operating environment and whilst they nearly all have international strategies, they need to pay more attention to the implementation of those strategies.
The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.
How does quality of teaching, assessment, and feedback influence satisfaction with overall course quality for students taking business school (BS) undergraduate courses in the United Kingdom? Are these teaching-related determinants of satisfaction in BS courses different to those in nonbusiness school (NBS) courses? These questions currently figure prominently in U.K. higher education owing to the introduction of a "Teaching Excellence Framework," linking student fee increases to levels of reported student satisfaction. The elevation of student satisfaction as a determinant of higher education delivery raises important questions about the possible longer term consequences for teaching practices. To explore these, we test three sets
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