This study describes what higher education institutions (HEIs) that are known for their research excellence are doing to implement current student and teaching oriented higher education (HE) policies in England and Wales. Pressures to reach increasingly higher levels of excellence in both teaching and research challenge existing structures and mechanisms in these researchintensive universities (RIUs). Options for overcoming challenges are discussed by bringing together perspectives of different stakeholders. This thesis is based on analysis of documentary and empirical data to gain insight into perspectives and experiences of stakeholders of the implementation of current HE policies in England and Wales. Documentary data consisting of publicly available material about HE policies has been analysed by an interpretive analysis of policy, and papers about research have been systematically reviewed. The contents of interviews with academics in four RIUs have been analysed in case studies. This study contributes to existing research on ‘professionalism’ (see, for example, Kolsaker, 2008), ‘effective teaching’ (see, for example, Hunter & Back, 2011), and ‘evaluating teaching quality’ (see, for example, Dornan, Tan, Boshuizen, Gick, Isba, Mann, Scherpbier, Spencer, Timmins, 2014). This study also complements The UK Higher Education Academy’s (HEA) research in this area including Gibbs’ report on quality (2010) as well as earlier work on reward and recognition (2009). Key findings give insight into a troublesome relationship between teaching and research activities, which is at the core of many of the challenges RIUs are facing. Findings showing academics strong interest in their students, teaching, and research highlight their engagement in the development of these key activities. These support recommendations for development processes in RIUs involving organisation wide engagement to build parity of esteem between research and teaching to achieve aims to reach their full potential in terms of excellence in HE.

My research explores the leadership challenge faced by contemporary higher education institutions. Globally, the need for high quality academic leadership has never been greater. Yet growing evidence suggests few academics are keen to engage. In this study, I investigate academic educational leadership (AEL) at the University of Exeter (UoE) from organisational and academic perspectives. My purposes are to clarify early career academics’ (ECAs) attitudes and stances towards AEL, what may lie behind these and to make recommendations about how to nurture their future interest in AEL. My study adopts a theoretical and methodological pluralistic approach. Theoretically, I draw on the leadership research of Mats Alvesson and Richard Bolden, relating to organisational culture and structure. In particular, I adapt Alvesson’s model of ‘multiple cultural configurations’. I also draw on the socio-cultural theories of Margaret Archer relating to ‘agentic reflexivity’. Methodologically, I adopt the role of ‘bricoleur’ (Kincheloe, 2001), drawing on an eclectic range of perspectives and principles derived from pragmatism and applied critical realism. By synthesising these, I create a ‘personal enquiry paradigm’. My theoretical research outcomes add to growing evidence about academic ‘defensive routines’ (Martin, 1999). I suggest that ECAs adopt diverse and nuanced attitudes and stances towards AEL, summarized in a ‘reluctance to lead’ typology. I identify a wide range of influential mechanisms and causal powers (M&CPs) which I summarise in an elaborated three dimensional framework. Influential M&CPs include attitudinal dissonance and misalignment between institutional strategies and processes which help explain reluctance. I argue that nurturing future AELs needs to reflect more closely the priorities of ECAs, set in a wider context of institutional cultural reconciliation and strategic realignment. Adopting a normative stance, I provide an example of how this might be possible. My methodological contribution develops through a series of three dimensional frameworks that suggest that multiple configurations of influences operate at different levels and through time at UoE. Overall, my research contributes strongly to the growing body of theories and methodologies investigating higher education cultures. Whilst the case study findings may not be generalizable, other institutions might benefit from some of the insights provided.

The rights of all persons to be granted equal access to higher education are espoused in the Universal Declaration of Human Rights. More recently, attention has focused on the provision of inclusive education specifically for students with disabilities. In, amongst others, the United Nation’s Convention on the Rights of Persons with Disabilities (CRPD), inclusive education has been promoted as an appropriate vehicle to realise equal participation of students with disabilities in all levels of education. Following a history of exclusivity of educational opportunities in South Africa, higher education practitioners and policymakers should critically engage in strategic efforts that address barriers against students with disabilities to promote diversity and inclusion consistent with international human rights instruments. Furthermore, an in-depth intersectional analysis of the myriad of factors that hinder the full inclusion of students with disabilities is required. Utilising critical disability theory as a theoretical approach, this study's main aim was to analyse how students with disabilities are included in the disability policy and in praxis of South African research-intensive universities in accordance with the 4-A Framework. This Framework's markers, namely availability, accessibility, acceptability, and adaptability, were operationalized for the higher education context and expanded to include a fifth marker, affordability. A deductive qualitative thematic analysis, using a protocol based on these markers was used to analyse disability policies of South African Tier 1 universities and the perceptions of students with disabilities registered at these institutions. Results suggest that the disability policies made mention of provisions related to availability, accessibility, and acceptability. Policy provisions related to adaptability were not uniformly mentioned. Affordability was neglected and not given due regard. Overall, participants perceived their universities as being available. Many of the indicators relating to accessibility, acceptability were not mentioned in the participants’ responses. Adaptability was generally perceived to be met, and participants were ambivalent in their responses relating to affordability. Students with disabilities appear to have limited expectations regarding their rights to be realised (internalised ableism). The thesis ends by discussing the implications of the findings and recommendations for future research. / Thesis (PhD (Augmentative and Alternative Communication))--University of Pretoria, 2021. / Centre for Augmentative and Alternative Communication (CAAC) / PhD (Augmentative and Alternative Communication) / Unrestricted