A Study of UK Education Policy in the Adoption and Implementation of Third Stream Activities by Higher Education Institutions

Abstract

The United Kingdom Governments’ third stream education policy is becoming increasingly important for the higher education sector and, in some universities, has become the second stream, after teaching and learning; replacing research. Third stream, originally described as income generation, has more completely been defined by commentators as the generation and exploitation of knowledge, technology and other university capabilities. The amount of third stream Government funding continues to increase year on year. This study has focused upon the adoption and implementation of third stream activities at a traditional university, a new university, and at a college with a significant amount of higher education provision.
This study has identified the complexity of policy–making and the imprecise nature of the process. There is a strong case that policy does not emerge as intended. Policy-making is complex, dynamic and often incremental; and is subjected to influences such as the power of globalisation and the experiences and political expediencies of politicians. A qualitative approach to this research, drawing upon ethnographic methods, was selected due to the need to collect raw data in a broad range context. Grounded theory provided a means of data analysis that suited the complexity of the subject and the richness of the data. The number of issues that this study has identified is broad; ranging from the divided views on the benefits of third stream policy to the ability and willingness of academics to engage in third stream activities. The study has revealed that dissemination of third stream policy to academics at the three host institutions is not comprehensive. The issue of incentives for academics to engage in third stream is seen as being vital by commentators, interviewees and the Higher Education Funding Council for England (HEFCE).