This paper presents a case study of the origins, politics, and preliminary outcomes of Virginia's "restructured" relationship between public colleges and universities and the Commonwealth. The initially proposed "charter" status for the state's three historically important universities became the vehicle fora reform that imposed more substantive accountability in exchange for procedural independence—a different outcome than the institutions expected. Was this difference the result of a misestimation of the political realities that could have been anticipated? This reform's long-term impact remains uncertain as the terms of highly complex legislation remain to be translated into clear operational policy.
Since its creation in 1919 the University Grants Committee (UGC) has been seen in Britain and many other countries as a model piece of machinery for channelling funds from Government to universities. Over these 60 years there have been many changes and fluctuations in its relationships both with Government and universities, and its effectiveness has varied, depending on the circumstances of the period.Up till World War II the UGC achieved its purpose of serving as"a buffer or shock absorber" (UGC, 1968), These metaphors picture a largely reactive body responding to initiatives either by Government or the universities. After the Second World War there were calls for the UGC to play a more positive role in university development and national planning and its terms of reference were changed. The UGC's response to this change has been variable and only in the period post 1979 has it consistently played the broader role envisaged for it in 1946 although its rhetoric claimed this role for it in the 1960s. This more active role in the 1980s has brought mixed reactions: more respect from the Government but more criticism from the universities.
The time has come to try to develop criteria and procedures by which state boards of higher education, usually the “judges,” can themselves be formally evaluated.
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