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  1.  4
    Crisis, What Crisis? Rhetoric and Reality in Higher Education.Malcolm Tight - 1994 - British Journal of Educational Studies 42 (4):363-374.
    While the idea of crisis is prevalent in the post-war Anglo-American literature an higher education, it can also be argued that our higher education systems have achieved a great deal during this period. We need to ask, therefore, whether the identified crises are real or not. And, if not, we should consider why academics prefer to see crisis in so much of what they do.
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  2.  7
    Widening Participation: A Post-War Scorecard.Malcolm Tight - 2012 - British Journal of Educational Studies 60 (3):211-226.
    Widening participation — though it has only recently been labelled as such — has been a continuing concern for policy makers and higher education institutions in the United Kingdom since 1945 (and before). This article reviews the evidence for four key target groups — women, lower socio-economic groups, mature adults and ethnic minorities — to produce an overall assessment, a score card, of what has been achieved, and what remains to be done. It concludes that, while progress in the recruitment (...)
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  3.  7
    The Myth of the Learning Society.Christina Hughes & Malcolm Tight - 1995 - British Journal of Educational Studies 43 (3):290-304.
    The learning society has been advocated as an answer to current economic, political and social problems by a wide coalition of interests, including politicians, employers and educators. Here we critically analyse the concept as a myth; that is, as an idea which may or may not have validity, but which many people believe in. For the purpose of this analysis, the learning society is set alongside four other myths upon which it builds: those of productivity, change, lifelong education and the (...)
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  4.  2
    The Golden Age of Academe: Myth or Memory?Malcolm Tight - 2010 - British Journal of Educational Studies 58 (1):105-116.
    Was there ever a golden age of academe: a time when academics were able to pursue their own interests, had relatively light and undemanding teaching responsibilities, and enjoyed widespread respect from both the general public and policy makers? This article explores that question, primarily in the context of the United Kingdom, but with some reference to other systems as well. It attempts to separate the mythical elements of the golden age from the reported memories and analyses of both those who (...)
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  5.  35
    The Myth of the Learning Society.Christina Hughes & Malcolm Tight - 1995 - British Journal of Educational Studies 43 (3):290 - 304.
    The learning society has been advocated as an answer to current economic, political and social problems by a wide coalition of interests, including politicians, employers and educators. Here we critically analyse the concept as a myth; that is, as an idea which may or may not have validity, but which many people believe in. For the purpose of this analysis, the learning society is set alongside four other myths upon which it builds: those of productivity, change, lifelong education and the (...)
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  6.  19
    Crisis, What Crisis? Rhetoric and Reality in Higher Education.Malcolm Tight - 1994 - British Journal of Educational Studies 42 (4):363 - 374.
    While the idea of crisis is prevalent in the post-war Anglo-American literature an higher education, it can also be argued that our higher education systems have achieved a great deal during this period. We need to ask, therefore, whether the identified crises are real or not. And, if not, we should consider why academics prefer to see crisis in so much of what they do.
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  7.  5
    Understanding the University: Institution, Idea, Possibilities.Malcolm Tight - 2018 - British Journal of Educational Studies 66 (3):408-410.
  8.  5
    Transforming University Curriculum Policies in a Global Knowledge Era: Mapping a “Global Case Study” Research Agenda.Lesley Vidovich, Thomas O’Donoghue & Malcolm Tight - 2012 - Educational Studies 38 (3):283-295.
    Radical curriculum policy transformations are emerging as a key strategy of universities across different countries as they move to strengthen their competitive position in a global knowledge era. This paper puts forward a ?global case study? research agenda in the under-researched area of university curriculum policy. The particular curriculum policies to be investigated point to potentially new forms of liberal education, and they resonate in varying degrees with contemporary patterns in Europe as well as longer standing patterns in the United (...)
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  9.  2
    Transforming Students: Fulfilling the Promise of Higher Education.Malcolm Tight - 2014 - British Journal of Educational Studies 62 (3):369-370.
  10.  4
    Interdisciplinary Higher Education: Perspectives and Practicalities.W. Martin Davies, Marcia Devlin & Malcolm Tight - 2010 - Bingley, UK: Emerald Publishing.
    In an age of pressing global issues such as climate change, the necessity for countries to work together to resolve problems affecting multiple nations has never been more important. Interdisciplinarity in higher education is a key to meeting these challenges. Universities need to produce graduates, and leaders, who understand issues from different perspectives, and who can communicate with others outside the confines of their own disciplines. -/- Drawing on contributions from 37 scholars from Australia, New Zealand, Hong Kong, Malaysia, the (...)
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