Governance of Scottish Higher Education: an Analysis of Institutional Governance Reform (2011-2017).

This thesis is concerned with the interface between the system and institutional governance of Scottish universities. More specifically, the study aims to further understand the nature of the relationship between Scottish Government and the nation’s universities through an investigative focus upon the reform of Scottish higher education governance policy (2011 – 2017).
The study focuses upon the insights of key higher education actors from government, universities, university bodies and trade unions involved in the reform process. Fifteen qualitative semi-structured interviews were conducted remotely by telephone or Skype / video-technology between September and November 2018. The interview data was analysed using thematic analysis that drew upon two frameworks: Kingdon’s (1984) multiple streams approach and a framework devised by Raffe (2016) to explore the relationship between universities and governments of devolved administrations. Supplementary data was drawn from analysis of documentation such as official documents that contributed to the reform, interactional policy resources and unofficial sources.
The study, firstly, highlights the influence of temporal, cultural and political contexts in the mobilisation of the reform. Secondly, the study presents a challenge to Scottish Government’s reputation for developing policy through a Scottish policy style, concluding that the reform, while consultative and largely participative, was non-consensual in character. Thirdly, an extension of Raffe’s (2016) framework, not only captures the fluidity of the relationship between Scottish Government and universities but identifies the factors currently at play in setting the equilibrium between institutional autonomy and central control. The research provides a snapshot of what appears to be a multi-factorial and evolving relationship between the sector and government and is well placed to inform policymakers as they consider possible future trajectories for the university system and its contribution to the nation’s educational, economic, social and cultural enrichment.