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Penny Welch

Using statistics, documentary evidence and commentary from academics and academic trades unions, this article analyses

the key features of U.K. government policy towards higher

education in England since 1979. The focus is on England

because the details of policy and policy implementation vary

between the four nations of the U.K. My findings support the view that, over the whole period, successive governments established increasing central control over the higher education system and mobilised it to meet goals compatible with government interpretations of the national interest. In the process, the total number of

students in U.K. higher education has trebled, the average cost of a

student place has almost halved and the proportion of income from

public funds has fallen to 55% (Universities UK 2007).

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Susan Wright and Penny Welch

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Barbara Grant and Penny Welch

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Penny Welch and Susan Wright

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Penny Welch and Susan Wright

Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Important social aspects of contemporary higher education are addressed in this issue by authors from a number of countries and social science disciplines. These range from learning and teaching concepts of capitalism and alienation, to the impacts of computerised university administration, the systematic ways certain categories of students fall through cracks in the academic pipeline, and how to reintroduce social activism into a ‘professionalised’ curriculum and teach social justice through international study visits.

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Penny Welch and Susan Wright

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, academics from Sweden, the United States, Australia and the United Kingdom offer insights into a number of features of undergraduate study – independent study projects, the development of political attitudes, the graduate attributes agenda, general education courses in global studies and the attainment gap between students with different types of entry qualifications.

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Penny Welch and Susan Wright

Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences.

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Penny Welch and Susan Wright

Welcome to the first issue of the third volume of Learning and Teaching: The International Journal of Higher Education in the Social Sciences.

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Penny Welch and Susan Wright

Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Our thanks go to the authors of articles, the essay and the reviews, the anonymous referees who read the articles and the essay, the publishers who provided review copies of the books, our own publisher Berghahn and the Editorial Board.

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Penny Welch and Susan Wright

Welcome to the sixth volume of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Our thanks go to the authors of the essay, articles and commentaries, the anonymous referees who read the essay and the articles, our publisher Berghahn and the Editorial Board.