1 Throughout this report the terms ‘pre-1992’ universities and ‘1992’ universities have been used to denote the status of the institution prior to the 1992 Further and Higher Education Act – i.e., those termed ‘1992’ universities were either polytechnics or colleges of further education before incorporation. Pilot field work was conducted to ascertain the terms used to distinguish between type of university which were most widely understood by academic staff. The decision was made to use the most commonly recognised labels of ‘old’ and ‘new’. At one stage in the interview, all respondents currently in ‘1992’ universities were asked if they had ever worked at an ‘old’ university, and all currently at ‘pre-1992’ universities were asked if they had ever worked at a ‘new’ university.

2 For students’ views about the amount of contact they had with those teaching them, see Callender. C (1997) Full-time and Part-time Students in Higher Education: their experiences and expectations. National Committee of Inquiry into Higher Education, London, Chapter 3.

3 The median is the point on a distribution, either side of which 50 per cent of cases fall.

4 For students’ views about how well they felt those teaching them performed as teachers, see Callender (op cit), Chapter 3. For support staff’s views about ability to take on a teaching role when required, see Whyley C with Callender C (1997) Administrative and Support in Higher Education: their experiences and expectations. National Committee of Inquiry into Higher Education, London, Chapter 4.

5 For students’ views about the teaching methods they experienced, see Callender C (op cit), Chapter 3. For the contribution of support staff, see Whyley C with Callender C (op cit), Chapter 4.
6 There might well be a divergence between what academics think it is important to assess and the skills which employers claim to want. Examples of what employers want, and what they think the higher education system produces, or should produce, can be found in Appendix 4, Consultation with Employers, National Committee of Inquiry into Higher Education Report, London. For students’ views about the skills they feel they need, and for which they are assessed on in their courses and in their examinations, see Callender C (op cit), Chapter 3.

7 Sir R Dearing (chair) (1996) Review of Qualifications for 16 to 19 year olds. London School Curriculum and Assessment Authority.

8 The median is the point on a distribution, either side of which 50 per cent of cases fall.

9 For students’ views about the frequency of assessment, see Callender C (op cit), Chapter 3.

10 The median is the point on a distribution, either side of which 50 per cent of cases fall.

11 For students’ views on what they value in a university when making choices about where to apply, see Callender C (op cit), Chapter 2.

12 For students’ views about resources, see Callender C (op cit), Chapter 4; for support staff’s views, see Whyley C with Callender C (op cit), Chapters 3 and 4.

13 For support staff’s views about administration work, see Callender C and Whyley C (op cit), Chapter 6.

14 For support staff’s views on these issues, see Whyley C with Callender C (op cit) Chapters 6 and 7.