Relevant bibliographies by topics / Vice-Chancellors

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Vice-Chancellors'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Vice-Chancellors"

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Scharfenkamp, Katrin, and Alexander Dilger. "The Higher the Better? A Comparative Analysis of Sociodemographic Characteristics and Human Capital of German Federal Government Members." German Politics and Society 32, no. 4 (December 1, 2014): 21–38. http://dx.doi.org/10.3167/gps.2014.320402.

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Are the highest politicians better qualified than their peers? In this article, we analyze differences between chancellors, vice chancellors, and ministers of the inner or residual cabinets of the German federal governments between 1949 and 2009 with respect to their social backgrounds and educational, economic, as well as political human capital. Different statistical methods reveal no clear primacy of chancellors or vice chancellors over other members of government. Interestingly, inner cabinets have higher qualifications than residual cabinets, as well as partly chancellors and vice chancellors.
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Aitkin, Don. "What Do Vice‐Chancellors Do?" Journal of Higher Education Policy and Management 20, no. 2 (November 1998): 117–28. http://dx.doi.org/10.1080/1360080980200201.

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Soh, Lisa H. C. "The Market For Australian Vice-Chancellors." Australian Journal of Management 32, no. 1 (June 2007): 29–55. http://dx.doi.org/10.1177/031289620703200103.

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McGourty, Christine. "Vice-chancellors' pay offer to staff rejected." Nature 337, no. 6205 (January 1989): 294. http://dx.doi.org/10.1038/337294e0.

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Morgan, Charles. "Australian vice-chancellors opposed to government reforms." Nature 332, no. 6165 (April 1988): 578. http://dx.doi.org/10.1038/332578b0.

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Sloper, D. W. "The work patterns of Australian vice-chancellors." Higher Education 31, no. 2 (March 1996): 205–31. http://dx.doi.org/10.1007/bf02390445.

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Lyken-Segosebe, Dawn, and John M. Braxton. "Towards a Scholarship of Practice for University Leadership in Southern Africa: The Two-Way Practitioner-Researcher Loop." International Journal of Higher Education 10, no. 1 (September 30, 2020): 93. http://dx.doi.org/10.5430/ijhe.v10n1p93.

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Vice chancellors of public universities in the Southern African Development Community (SADC) region face a myriad of challenges that require research- and data-driven decision-making. This paper presents a decision-making model for college and university leadership - The Two-Way Practitioner-Researcher Loop. This scholarship of practice has the twin goals of developing a knowledge base for college and university leadership and improving leadership practice in the university. The scholarship of practice comprises two “loops”. In the practitioner-to-researcher loop, vice chancellors develop practitioner-defined research agenda to be researched internally by Departments of Institutional Research and externally by members of Higher Education research communities. In the researcher-to-practitioner loop, research findings are communicated back to vice chancellors for immediate application to institutional planning, policy formulation, and decision making. This scholarship of practice develops a knowledge base comprised of both “knowledge for practice” and “knowledge in practice” at the level of university leadership. To build capacity for vice chancellors to craft research agenda and questions emanating from their “knowledge in practice”, we identify internal mechanisms and external associations, training programmes and other forums that provide leadership development and support for these university executives.
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Breakwell, Glynis M. "Leadership in education: the case of Vice‐Chancellors." Perspectives: Policy and Practice in Higher Education 10, no. 2 (April 2006): 52–58. http://dx.doi.org/10.1080/13603100600644555.

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Sloper, D. W. "A social characteristics profile of Australian vice-chancellors." Higher Education 14, no. 4 (August 1985): 355–86. http://dx.doi.org/10.1007/bf00136511.

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Sloper, D. W. "The Selection of Vice-Chancellors: The Australian Experience." Higher Education Quarterly 43, no. 3 (July 1989): 246–65. http://dx.doi.org/10.1111/j.1468-2273.1989.tb01510.x.

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Dissertations / Theses on the topic "Vice-Chancellors"

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O'Meara, Bernard Raymond, and mikewood@deakin edu au. "The recruitment and selection of Vice-Chancellors for Australian universities." Deakin University. Bowater School of Management and Marketing, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060818.101656.

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This study addresses the gap in our understanding of the processes used to recruit and select Vice-Chancellors for Australian Universities. There are presently 39 recognised Universities in Australia and between them they provide the nation with the academically qualified leaders of the future. As such one would expect that not only would they be the vessels of our knowledge, but also that they would be managed and led in ways that were similar to those in use in the private sector. The changes that have taken place in the higher education system have meant that additional pressures have been placed upon the senior executive of each University. The transition from a binary system to the current unified system, the advent of the global community, increased technology and new management practices have created the need for University management to adopt recognised management and leadership practices. The Federal government has moved to reduce the dependence of the system upon recurrent funding and there has been an increase in managerialism within Universities. One outcome has been the need for the Chief Executive Officer (Vice-Chancellor) to develop additional management and leadership skills in order to cope with the changes occurring and the rate of change. In the United States, the selection criteria used to recruit Vice-Chancellors (or University Presidents) have changed to reflect the desire for candidates to have backgrounds in management and leadership. The role of the Vice-Chancellor is critical to the success of educational institutions that are now being managed as autonomous business units responsible for budget, growth, mergers as well as maintaining academic credibility. A literature review revealed that the work undertaken by David Sloper formed virtually our entire knowledge base of Vice-Chancellors in Australia. Sloper identified democratic and incumbency patterns, social characteristics, the legal basis for the role and what incumbents actually do. Thus we know quite a deal about the role and incumbents. However the same literature review showed that while this data existed, it did not extend to the processes that were used within the Higher Education system, to target, identify and select suitable candidates. Clearly there was also no examination as to the effectiveness of such processes or how they could be improved if necessary. Given the importance of Universities in Australia and their role in Higher Education, this lack of knowledge provided the basis for this study and the systematic review of all available data. The study also identified a paradox in addition to the lack of research on recruitment and selection practices in this unique microcosm. The paradox concerns the fact that many of the successful candidates do not come from a ‘business’ discipline as may be expected for a role considered to be the Chief Executive Officer of the institution. Yet in Australia, previous research indicated that the ‘rules’ for recruiting Vice-Chancellors have changed little and that traditionally candidates have come from the science disciplines (Sloper, 1994). While this in itself does not indicate that incumbents are lacking in fundamental management and leadership knowledge and expertise, an obvious question arises. Why are Australian Vice-Chancellors not drawn from faculties where this expertise resides or why are they not drawn from the business community? In order to further examine the processes in place and to a lesser extent the paradox, all available data was collected regarding the roles of Vice-Chancellors, the paths they have taken to the position as well as selection criteria, position outlines, job adverts and related material. This was thoroughly examined and then a brief questionnaire was forwarded to current incumbents and other involved stakeholders. Interviews were conducted to clarify specific issues and case studies prepared accordingly. Thus this qualitative study thoroughly researches the recruitment and selection practices in use, attempts to determine their effectiveness and addresses the paradox in order to provide a detailed framework that allows these elements to be explained.
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Gill, Judith M. R. "Academic freedom in English universities : an exploration of the views of Vice-Chancellors." Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621972.

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‘Academic freedom’ in the Twenty-First Century is a contested concept and there exist many interpretations, or versions, of academic freedom, a number of which have been identified through a review of the literature. Some scholars now claim that academic freedom no longer exists in academia, or that it has become a second order value that competes with other priorities more appropriate to the now competitive business of higher education. In this context, the philosophical and legal responsibilities that Vice-Chancellors have in protecting academic freedom can no longer be taken as unproblematic, and their views may not be clear to themselves or to the staff and students in their institutions. This thesis explores the views Vice-Chancellors have on the concept of academic freedom, how they manage academic freedom and the extent to which they believe academic freedom is practised in their university. The Vice-Chancellors interviewed, of a regional and representative sample of English universities, included those from leading pre-1992 universities and new post-1992 universities as well as one private university. Vice-Chancellors were found to have paid little, or no, attention to academic freedom. They implied that academic freedom was a matter for individual subject departments, but they were resolute that they were the arbiters whenever academic freedom became an issue. Some thought that the concept of academic freedom had been misused by individual academics who raised issues motivated by political and ideological beliefs, and those who conflated it with the civil liberty of free speech. In summarising the Vice-Chancellors’ ‘version’ of academic freedom, a key finding was that they had neglected academic freedom. Consequently, one important proposal was that Vice-Chancellors in English universities should review the nature of academic freedom and consider the implications at governance and managerial levels, at departmental level and in practice. As one Vice-Chancellor admitted: “…we’ve never said to, or proven to, the outside world that academic freedom is important”.
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Shepherd, Sue. "Appointing deputy and pro vice chancellors in pre-1992 English universities : managers, management and managerialism." Thesis, University of Kent, 2015. https://kar.kent.ac.uk/47656/.

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The roles of deputy and pro vice chancellors (DPVCs) are changing and so is the way they are being appointed. This study examines (i) why many pre-1992 English universities are moving from an internal, fixed-term secondment model of DPVC appointment to one incorporating external open competition; and (ii) what the implications of change are for individual careers and management capacity building. At a theoretical level, it explores the extent to which DPVC appointment practice is symptomatic of ideal-type managerialism and subjects the prevailing academic narrative - that the power of academics has declined in relation to that of managers - to critical examination in the light of the findings. The research, which uses a mixed-methods design incorporating a census, online survey and 73 semi-structured interviews, has generated some unexpected findings. Notably, the opening up of DPVC posts to external open competition has resulted in a narrowing, rather than a diversification, of the gender and professional profile of successful candidates. Therefore, although this change to DPVC recruitment practice was motivated by a meritocratic “quest for the best,” it cannot be said to have improved management capacity in the sense of increasing the likelihood that the best candidates are attracted and appointed from the widest possible talent pool. On the contrary, the findings are suggestive of conservatism, homosociability and social closure, whereby academic managers maintain their privileged status by ring-fencing DPVC posts to the exclusion of other occupational groups. DPVCs are also expanding their professional jurisdiction by colonising the university’s management space. Far from declining, academics’ power is thus being consolidated, albeit by a few elite career track academic managers. Moreover, although there is some evidence of a managerial ideology with respect to the DPVC appointment model, it is a context-specific ‘academic-managerialism’ rather than a generic ideal type.
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Ugwonali, Felix Chima. "The Role of the Vice-Chancellor in the Nigerian University and the Factors Essential for Effective Administration as Perceived by Vice-Chancellors and Members of University Governing Councils in Nigeria." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330702/.

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The purposes of this study were to determine 1) the tasks that the Nigerian university vice-chancellor should perform personally, 2) the functions that the vice-chancellor should delegate to other university staff to achieve effective administration, 3) the factors that should be considered in the selection of a vice-chancellor, and 4) the criteria that should be considered in the evaluation of the vice-chancellor's job performance effectiveness. Chapter 1 includes a statement of the problem, purposes, research questions, background, significance of the study, definition of terms, limitations of the study, and basic assumptions. Chapter II is a review of related literature, and Chapter III presents information on the procedure followed in the collection and treatment of data. The analysis and evaluation of the findings are presented in Chapter IV; and the summary, findings, implications, and recommendations of the study are presented in Chapter V.
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Motale, Cora Njoli. "Uncovering the social and institutional experiences of academic women in leadership positions at South African public universities." University of the Western Cape, 2018. http://hdl.handle.net/11394/6425.

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Philosophiae Doctor - PhD (Education)
Globally, women face a number of challenges as they pursue career paths to become academic leaders. This study aims to comprehend the rarity of black women vice-chancellors inside South African public universities by exploring their lived experiences as academic leaders. The study examines family backgrounds, educational experiences, previous career paths, and patriarchal obstacles as factors that affected them. The study explores how these women navigated both, their way into leadership positions and the practices inside universities. The study further probes how such women in academia have embraced the intersection of identity in relation to race, gender, age, and to a lesser extent, class. Since these women have experienced inequalities in a political context, this study used feminist theories to explore the post-colonial feminism framework, which supported the study's purpose. These female pathfinders are powerful role models, and role-modelling is a form of education that is available to all people across all walks of life. The research design followed the epistemological position assumed in the biographical approach. Semi-structured interviews and documents were used as research tools for data collection. The thematic results revealed that the participants' shared trait of middle class, professional backgrounds played a major role in their professional ascension. Furthermore, these participants formed a cohort of black women vice-chancellors that broke the proverbial glass ceiling, ending over 300 years of white, male-dominated academic leadership and practice. The common thread in these rare stories is achievement against all odds, which inspires the next generation of women leaders.
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Pilbeam, Colin James. "Networks and roles of Pro-Vice Chancellors : a study of the connectedness of PVCs in the 1994 group of universities." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487461.

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Faced with a turbulent higher education environment senior management teams in universities seek to secure the future of their university by accessing as much information about the environment as possible, often through networks. Pro-Vice Chancellors (PVCs) are members of these teams, normally with significant responsibility for activities that are integral to the university, but very little is known about their role and the importance that connections to others might play in it. Taking a social network perspective, this thesis investigates this gap using a two stage research design. First an electronically distributed questionnaire was used to determine the connectivity between PVCs either with responsibility for research or with responsibility for teaching from the original 16 UK universities of the 1994 Group. Secondly, semistructured interviews were conducted with eight PVCs from four of these universities, to examine similarities and differences in the roles of different PVCs and the importance of connectivity for them. Network maps showed that research PVCs were cohesively linked; most were connected to at least two others, and often to many more. Conversely, PVCs with responsibility for teaching were almost wholly unconnected. Connections to other PVCs served three purposes. Occasionally they were important for personal development, otherwise they either enabled PVCs to perform her/his duties by providing information, or enhanced the performance of the university by allowing access to additional resources. It is concluded that PVCs play a boundary spanning role both internally and externally to the University. Moreover, enduring connections to other PVCs formed where opportunities existed to pursue additional resources collaboratively or when it was necessary to lobby government to protect the existing resource base from others. It was argued that these circumstances commonly occurred in the research environment but not in the teaching environment and so the observed pattern of connectivity amongst PVCs was explained.
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Muema, Emmah Mwongeli. "Leadership and Policy for Reforms and Change in Higher Education: A Review of the Juakalization Phenomenon of Public Universities in Kenya." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1598346230750732.

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Vogel, Regina. "Bürgerliche Werte und Statuserhalt." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2008. http://dx.doi.org/10.18452/15823.

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Die Reaktionen von Hochschullehrern und Unternehmern auf Bildungsreformen und -expansion in Westdeutschland und Britannien nach dem Zweiten Weltkrieg sind Gegenstand dieser Arbeit. Sie untersucht, wie sich beide Gruppen zu Hochschul- und Schulreformen im Besonderen und zur sozialen Öffnung im Allgemeinen äußerten. Welche bildungs- und hochschulpolitischen Interessen verfolgten diese Gruppen? Mit welchen Argumentationen versuchten sie, ihre Interessen durchzusetzen? Spielten bürgerliche Werte und Bildungsideale dabei noch eine Rolle? Herrschte eine bildungspolitische Werte- und Interessenübereinstimmung zwischen Hochschullehrern und Unternehmern, und knüpften sie gemeinsame Netzwerke zur Durchsetzung dieser Interessen? Die Arbeit bietet im ersten Teil einen Überblick über bildungspolitische Veränderungen und über gesellschaftliche Entwicklungstendenzen der Vermögens- und Einkommensverteilung sowie der Einordnung der beiden Akteursgruppen in die jeweilige Prestige- und Sozialstruktur ihrer Länder. Im zweiten Teil folgt eine Analyse ihrer bildungspolitischen Aussagen auf Hinweise einer Existenz von bürgerlichen Werten und Abgrenzungsversuchen gegenüber nicht-bürgerlichen Schichten. Im dritten Teil werden schließlich bildungspolitische Netzwerke und Gremien nach ihrer Zusammensetzung und -arbeit betrachtet. Damit möchte die Arbeit einen Beitrag zur Frage leisten, ob nach 1945 weiterhin ein Bürgertum mit einem Berufsgruppen übergreifenden Standesbewusstsein existierte, oder ob dieses in einzelne Berufsgruppen wie Hochschullehrer und Unternehmer mit je eigenen Interessen und Identifikationen zerfallen war.
This thesis compares the responses of university lecturers and business people to educational reform and expansion in West Germany and Britain in the postwar period. It examines how these groups reacted to increased social mobility in general, and university and school reform in particular. How did they attempt to persuade others of their position? Did middle-class values and educational ideals play a role? To what extent did the values and interests of university lecturers and business people intersect, and did they create networks to achieve their goals? The first part of this study surveys the postwar social and educational landscape, changes in income and wealth distribution, as well as the position of university lecturers and business people in each country. Part two analyses both groups’ positions on education, with particular reference to the existence of middle-class values and attempts to define themselves in relation to other classes. The final part explores how networks and bodies on education issues were set up and how they pursued their work. This study contributes to the debate as to whether a middle-class group identity existed in the postwar period, or whether this identity had disintegrated into individual professional groups, each with their own interests and identifications.
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Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Bakkum, Christine Sotirin. "Developing good working relationships between vice chancellors and academic deans : a conceptual framework /." 1999. http://www.library.wisc.edu/databases/connect/dissertations.html.

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Books on the topic "Vice-Chancellors"

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Desai, Uday. University vice chancellors: Profiles in leadership. Delhi: Hindustan Pub. Corp., 1991.

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Burkinshaw, Paula. Higher Education, Leadership and Women Vice Chancellors. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137444042.

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Conference, of Vice Chancellors (1990 Ahmedabad India). Conference of Vice Chancellors: Proceedings, October 10, 1990, Ahmedabad. New Delhi: University Grants Commission, 1992.

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B, Petzall Stanley, ed. Recruitment and selection of vice-chancellors for Australian universities. Ballarat, Vic: VURRN Press Inc, 2007.

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Powar, K. B. Appointment, terms of service, and status of vice chancellors of Indian universities. New Delhi: Association of Indian Universities, 2000.

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Edinburgh, University of. Report to the Committee of Vice-Chancellors & Principals Steering Committee for Efficiency Studies. Edinburgh: University of Edinburgh, 1985.

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Essex, University of. Committee of Vice-Chancellors and Principals, Efficiency Studies, University of Essex: Report of the Study Officer. [U.K.]: Price Waterhouse Associates, 1985.

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Vice-Chancellors' Regional Workshop on Strategic Planning and Resources Management for Universities (2001 Nairobi, Kenya). Vice-Chancellors' Regional Workshop on Strategic Planning and Resources Management for Universities: Nairobi, Kenya, 17th-19th July, 2001. [Nairobi]: Unesco, 2001.

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Kingdom, Committee of Vice-Chancellors and Principals of the Universities of the United. A guide to CVCP: The voice of UK universities. London: Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom, 1999.

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Greenaway, David. Economic impact of international students in UK Higher Education: A report for the Committee of Vice-Chancellors and Principals. London: Committee of Vice-chancellors and Principals of the Universities of the United Kingdom, 1995.

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Book chapters on the topic "Vice-Chancellors"

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Burkinshaw, Paula. "Introduction." In Higher Education, Leadership and Women Vice Chancellors, 1–17. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137444042_1.

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Burkinshaw, Paula. "Higher Education: The Gender Neutral Myth." In Higher Education, Leadership and Women Vice Chancellors, 18–67. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137444042_2.

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Burkinshaw, Paula. "Research Methodology and Research Participants." In Higher Education, Leadership and Women Vice Chancellors, 68–85. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137444042_3.

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Burkinshaw, Paula. "Negotiating and Navigating Higher Education Gendered Leadership Cultures." In Higher Education, Leadership and Women Vice Chancellors, 86–94. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137444042_4.

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Burkinshaw, Paula. "Higher Education Leadership Communities of Practice of Masculinities." In Higher Education, Leadership and Women Vice Chancellors, 95–117. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137444042_5.

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Burkinshaw, Paula. "Achieving a Critical Mass of Women at the Top." In Higher Education, Leadership and Women Vice Chancellors, 118–28. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137444042_6.

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Burkinshaw, Paula. "The Way Forward." In Higher Education, Leadership and Women Vice Chancellors, 129–38. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137444042_7.

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White, Kate. "Women Vice-Chancellors as Change Agents? An Australian Case Study." In Gendered Success in Higher Education, 71–90. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56659-1_4.

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Hult, Agneta. "Navigating Higher Education Institutions in Times of Quality Assurance: The Assumptive Worlds of Vice Chancellors." In Evaluating Education: Normative Systems and Institutional Practices, 65–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21143-1_4.

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Taylor, Ann C. M. "Standing Conference of Rectors, Presidents and Vice-Chancellors of the European Universities (CRE) / Conference Permanente des Recteurs, Presidents et Vice-Chanceliers des Universites Europeennes (CRE)." In World List of Universities / Liste Mondiale des Universites, 771–72. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12037-6_15.

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Conference papers on the topic "Vice-Chancellors"

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Adshead, Deborah Alison. "Embedding Information Rights into Higher Education in the UK." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5272.

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Estimates suggest that a data breach costs an organisation over $4 million and that the total global cost of breaches will soon exceed $2 trillion. Hacking is part of the problem but errors in processing by individuals are still the most reported reasons for data breaches in the UK. With predictions of more jobs involving data processing in the future and the exponential growth in accessible personal data, it is increasingly important that this problem is taken more seriously. This Information Commissioner’s Office (ICO) sponsored research constitutes stage one of a study into the teaching of Information Rights (IR) in HE across the UK including depth interviews with professional bodies and Pro Vice-Chancellors, and an online survey aimed at Heads of Departments. Though not widespread, the research found instances of IR being taught but some barriers to embedding it across relevant subjects do exist, including: • tutor expertise; • development and consistency of materials; and • competing curriculum development drivers. Most respondents recognised the increasing importance of IR and welcomed ICO support with this but also felt that despite the proposal of accreditation as a motivator to improve the situation buy-in would be more likely if it was part of overall management strategy.
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