Academic regulation in UK higher education: part II ‐ typologies and frameworks for discourse and strategic change

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Abstract
The second of three linked articles which explore the dimensions of academic regulation in UK higher education. Provides a series of typologies and conceptual frameworks to aid understanding and facilitate discourse over the most appropriate strategic direction for change. Argues that the challenge is to devise a regulatory regime which is in balance with competing demands and interests in contemporary HE and which will achieve the maximum benefits, in those areas deemed to be most essential to the maintenance and improvement of the quality and standards of learning. Considers that the accountability function of the present regulatory regime has been largely accomplished through compliance with externally defined requirements and expectations. Concludes that the greatest benefits to higher education and the society it serves are to be derived from a regulatory regime which is based on the principle of partnership and which has a strong developmental focus.