Includes bibliographical references and index.

Preliminary Material / Rosemary Deem and Heather Eggins -- The University as a Critical Institution? An Introduction / Rosemary Deem and Heather Eggins -- Can the University Be a Liveable Institution in the Anthropocene? / Susan Wright -- Hard and Soft Managerialism in Portuguese Higher Education Governance / António Magalhães , Amélia Veiga and Pedro Videira -- Understanding the Changes of the Higher Education Governance in Poland and Ukraine / Myroslava Hladchenko , Dominik Antonowicz and Harry de Boer -- What Does Academic Freedom Mean for Academics? / Sina Westa -- How Can We Widen Participation in Higher Education? The Promise of Contextualised Admissions / Vikki Boliver , Stephen Gorard and Nadia Siddiqui -- Liberal Education Under Financial Pressure / Daniel Kontowski and David Kretz -- Heterogeneous Responses of Portuguese Polytechnics to New Research Policy Demands / Sandra Hasanefendic, , Maria Teresa Patricio and Frank G. A. de Bakker -- The Perceptions of Quality Management by Universities’ Internal Stakeholders / Maria J. Manatos , Maria J. Rosa and Cláudia S. Sarrico -- Internationalization – A Tool to Enhance Intercultural Competence in Higher Education? / Tone Horntvedt and Ellen Carm -- University Student Participation in Out-of-Class Activities / Monia Anzivino and Michele Rostan -- Unravelling Tacit Knowledge / Andrea Kottmann -- List of Contributors / Rosemary Deem and Heather Eggins.

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Whether universities can survive as critical organisations in the current time is an open question which this volume seeks to address. The book examines particular aspects of three main themes: governance, critical regulation and regulated criticism; growth, equality, movement and instability in higher education systems; and teaching and learning. Topics range from ‘University Futures’ to an examination of governance by procedure and the loss of the social process of the university; a discussion of the meaning of academic freedom; and approaches to managerialism. Quality management is discussed, along with the question of whether European Liberal Education actually exists. Various aspects of the theme of teaching and learning are examined, from student participation in out-of-class activities, to the role of Centres of Excellence, and a consideration of widening participation. The book is international in its reach, and addresses the continuing dilemmas faced in higher education systems, within Europe and beyond.