| The 1988 Education Reform Act outlined the UK's intention to transform higher education into a competitive, cost-effective business culture motivated by external quality evaluations. This study investigated the extent to which two UK Schools of Business and Humanities have adapted to this new environment.; This study examined characteristics highlighted in Burton Clark's study on entrepreneurial universities. Two universities with similar demographics were compared for their response. The data revealed that the two business schools have adapted to greater demand for business knowledge for the creation of wealth. Humanities subjects, on the other hand, have adapted by better preparing secondary-level students for humanities specialization.; Despite the different definitions of 'markets,' they face similar pressures to diversify income streams, win research funding, and increase perceived quality. Classes are larger, and there is better out-of-class support, post-graduate teaching, and research. Conversely, the Humanities paved the way to legitimately pursue vocational and theoretical goals. Due to new teaching and research demands, however, differing Business goals have only now legitimized practical and theoretical interests. The position of theoretical goals remains uncertain in these two Business Schools, where emphasis is on application.; Within the Humanities, while the conflict of approaches is long-standing, pursuing vocational objectives is still questioned on 'moral' grounds. The investigation within these schools reveals that similar constraints and goals can help universities diversify. The programming and student profiles have adapted, despite increased national coordination of funding, research, teaching, and student registration. The findings suggest that higher education in Britain has, indeed, adapted.; These innovations have enabled crossing course boundaries and admission of nontraditional students. The disciplines had to re-invent themselves and develop multiple sources of income. The need to balance quality with entrepreneurship led to differentiation of innovative processes and redefined quality, but have not created fear of innovation. Although it may be too soon to interpret these results as conclusive, increased demands for accountability and reduced resources have led to new ways teach and conduct research. It seems apparent that adaptation to a market environment depend more on the characteristics of the discipline than shifting market demands or the nature of innovation. |
